Minnesota  Child  Study- 
Association 


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OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

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HANDBOOK 


MINNESOTA 


CHILD  STUDY  ASSOCIATION, 


CONTAINING 


Suggestions  for  the  Study  of  Children. 

PREPARED    BY 

E.  A.  K1RKPATRICK, 
S.  H.  ROWE. 

ISABEL  LAWRENCE, 
A.  W.  RANKIN, 

LILLIAN  BLAISDELL. 

PRINTED  BY  THE  ASSOCIATION  FOR  THE  USE  OF  MEMBERS. 
/  2.4-33 

Price  to  Those  not  Members,  Thirty  Cents. 


WINONA,  MINN.: 

Jones  &  Kroeger,  Printers, 

L897; 


mi  37  m* 


)  3 


HISTORY  OF  THE  ASSOCIATION. 

1.2.433 

The  way  was  paved  for  the  organization  of  this  association 
by  letters  sent  to  the  educators  of  the  state  by  Prof.  M.  V.  ( )'Shea. 
The  first  step  toward  organization  was  taken  at  the  Summer 
School  Congresses  held  at  the  University  in  August,  1895,  when 
a  committee  consisting  of  Prof.  L.  H.  Galbreath,  Supt.  S.  S. 
Parr  and  Miss  Marietta  L.  Pierce  was  appointed  to  prepare  a  con- 
stitution. The  organization  was  effected  at  the  holiday  meet- 
ing of  the  State  Educational  Association  by  the  adoption  of  the 
constitution  reported  by  the  committee  and  by  the  election  of 
officers.  About  80  persons  joined  at  this  meeting  and  as  many 
more  during  the  year  1896.  A  very  few  have  withdrawn  from 
the  Association  and  a  number  have  joined  this  year  (1897  I. 

The  first  Secretary-Treasurer  of  the  Association,  L.  H.  ( ral- 
breath,  before  he  left  the  State,  in  June,  1896,  sent  out  eight 
communications  to  members  treating  of  the  following  topics: 
Communication  I.,  Child  Study  Literature:  II..  Eyes  of  School 
Children  and  Their  Defects;  III.,  The  Use  of  Stories  and  The 
Child  a  Volume  to  be  Read;  IV..  Plan  and  Method  in  the  Study 
of  Children  and  Thurber's  Outlines  for  the  Study  of  Children's 
Reading;  A'.,  Rythmic  Sense.  Movement  and  other  Unnoticed 
Educative  [nfluences;  VI..  A  Plan  for  the  Study  of  Memory; 
VII.,  A  Study  of  Unexpected  and  Incorrect  Answers  of  Child- 
ren; VIII.,  A  Study  of  Unexpected  and  Irrelevant  Questions  of 
Children.  Besides  the  communications,  there  were  sent  to  the 
members  pamphlets  published  by  the  Iowa  and  the  Michigan 
departments  of  public  instruction  and  a  special  child  study 
number  of  School  Education. 

The  communications  sent  out  by  the  present  secretary  are 
as  follows:  IX..  G-eneral  Remarks  to  Members,  The  Dull  Child 
the  Wise  Man's  Problem,  Children's  Habits.  A  Study  of  Child- 


1 

Experiences  with  Money,  Sound  Blindness,  Adolescence, 
Mental  [mages  and  Test  of  Accuracy  of  Incidental  Attention  and 
Memorj  ;  X.,  <  ihild  Study  Literature;  X  1.  <  Mitline  for  reportinu; 
Attempted  [mprovement  of  a  School  and  a  Pupil.  This  hand- 
book  and  a  Bpecial  child  study  aumber  of  School  Education  will 
;1|>(,  be  sent  to  all  members  who  have  paid  their  dues  this  year. 

The  supply  of  all  the  above  communications,  except  a  few 
copies  of  VI.,  VII.,  VIIL,  X. and  XI.,  is  exhausted,  but  the  most 
valuable  parts  of  Borne  of  them  are  reprinted  in  this  pamphlet. 

The  meetings  of  the  Association  bave  been  a  round  table 
and  business  meeting  at  the  time  of  organization,  a  child  study 
day  at  the  Educational  meetings  at  the  University  Summer 
School,  in  L896,  and  a  round  table  and  Annual  meeting  at  the 
time  of  the  Minnesota  Educational  Association,  in  the  holidays. 
<  >ther  meetings  will  he  held  this  year,  in  August,  at  the  Univer- 
sity ami  at  St.    Paul   when    the  State    Educational    Association 

meet-. 

The  importance  of  tin-  subject  of  child  study  to  teachers 
has  been  recognized  by  the  Department  of  Public  Instruction 
by  the  employment  <>f  three  persons  to  present  the  matter  to 
the  students  in  tlm  various  Summer  Schools  of  the  state.  The 
persons  appointed  lor  this  service  were  s.  S.  Parr,  President  of 
our  association;  E.  A.  Kirkpatrick,  Secretary:  and  d.  A.  Nan- 
dyke,  one  of  the  corresponding  secretaries. 

At  the  last  Imsines^  meeting  a  committee  of  live,  consisting 
of  E.  A.  Kirkpatrick,  S.  II.  Rowe,  lsahel  Lawrence  A.  \V.  Kan- 
kin,  and  Lillian  Blaisdell,  was  appointed  to  prepare  plans  for 
child  study,  and  this  pamphlet  is  tin-  result  of  their  efforts  in 
that  direction.  It  is  intended  to  he  what  its  mime  implies,  a 
"hand  book"  For  continuous  reference  and  use  by  all  members 
and  of  permanent  value  to  all  persons  doing  any  thing  in  the  line 
ihild  Btudy. 

The  secretary  of  the  association  will  he  glad  to  correspond 
with  members  a-  to  work  in  child  study,  receive  reports  and  aid 
in  Bpecial  investigations  in  every  possible  way. 


5- 


CONSTITUTION  OF  THE  MINNESOTA  CHILD 
STUDY  ASSOCIATION. 


ARTICLE    I. 

Name — The  name  of  this  organization  shall  bo  the  Minne- 
sota Child  Study  Association. 

ARTICLE     II. 

Purpose — The  purpose  of  this  Association  shall  be  the  pro- 
motion of  child  study. 

ARTICLE     III. 

Officers — The  officers  of  this  Association  shall  be  a  presi- 
dent, elected  for  a  term  of  two  years,  a  secretary-treasurer  elected 
for  two  years,  and  three  directors  elected  at  first  for  terms  of 
one.  two  and  three  years  respectively  and  thereafter,  unless  for 
vacancies  by  death,  or  resignation,  one  each  year  for  a  term  of 
three  years.  The  officers  above  named  shall  constitute  the 
executive  board  and  shall  have  control  of  all  general  business  of 
the  Association  under  forms  and  limitations  customary  in  such 
bodies.  In  all  elections  voting  shall  be  confined  to  those  who 
have  paid  their  current  membership  fees. 

ARTICLE     IV. 

Membership — Any  person  actively  engaged  in  educational 
work,  or  any  other  person  who  will  sign  the  membership  roll  as 
a  pledge  to  cooperate  by  active  participation  in  the  work  of  the 
Association,  may.  by  prepayment  of  fifty  cents  into  the  treasury 
of  the  Association,  become  a  member  of  the  same. 

ARTICLE     V. 

Meetings — The  meetings  of  this  Association  shall  be  of 
two  kinds:  general  meetings  representing  all  members  and 
centers,  and  particular  meetings  of  loeal  eenters.  Each  kind  of 
meeting  shall  occur  at  such  times  and  places  as  the  body  t«> 
which  it  belongs  shall  determine.  All  elections  shall  be  by 
open  nominations  and  written  ballot.  All  orders  shall  be  sub- 
ject to  the  usual  parliamentary  restrictions. 


6  — 


BY-LAWS. 

1.  Ali  membership  fees  shall  go  into  the  general  treasury, 
provided  that  no  such  receipts  go  t<>  expenses  of  officers  or  other 
outlay  of  a  particular  nature  unless  ordered  at  the  annual  meeting. 

2.  The  local  organizations  shall  he  by  means  of  centers  or 
round  tables  which  shall  organize,  hold  at  least  three  meetings 
per  year,  pay  fifty  cents  per  member  into  the  general  treasury 
each  year,  follow  the  directions  of  the  parent  society  and  con- 
tribute  observations  and  reports  properly  when  called  upon. 

:;  The  Association  shall  make  at  Least  one  general  printed 
report  each  year  after  the  first  year  and  one  within  this  year  if 
desirable. 

1.  This  Association  shall  seek  to  become  a  department  of 
the  Minnesota  State   Educational  Association. 

r>.     The  executive  board  shall  be  empowered  to  appoint  a 

first,  B6C I  and  third  vice-president  to  serve  each    for  one   year 

anil  whose  duty   it   .-hall   be  to  organize  and   manage  local  center-. 

6      Amendments  to  this  constitutions  and  to  these  by-laws 

may  be  adopted  at  any  regular  meeting  of  the  Association  pro- 
vided that  such  amendments  be  reported  to  the  executive  com- 
mittee  at  hast  twenty-four  hours  before  they  are  acted  upon  by 
the  Association. 


7  — 


OFFICERS. 

President— S.  S.  Parr,  St.  Cloud. 

Vice  Presidents — First.  Charles  F.  Koebler,  Mankato; 
Second,  Henry  S.  Baker,  St.  Paul;  Third,  Harlow  Gale,  Minn- 
eapolis. 

Secretary-Treasurer     E.  A.  Kirkpatrick,  Winona. 

Advisory  Board — Dr.  W.  A.  Mayo  and  Dr.  Charles  Mayo, 
Rochester;  Dr.  John  H.  James,  Mankato:  Dr.  J.  C.  Boehm,  St. 
Cloud;  Dr.  Chas.  N.  Hewitt,  Red  Wing;  George  A.  Merrill, 
State  School,  Owatonna;  Inspector  Geo.  B.  Aiton,  Minneapolis; 
Supt.  W.  W.  Pendergast,  St.  Paul. 

<  'orresponding  Secretaries — A.  E.  Engstrom,  Cannon  Falls; 
L.  C.  Lord,  Moorhead;  K.  W.  Buell,  Spring  Valley;  George 
R.  Kleeberger,  St.  Cloud;  F.  V.  Hubbard,  Red  Win-:  Edgar 
George,  St.  Peter;  E.  E.  Mclntire,  Glencoe;  J.  A.  Vandyke, 
Wabasha;  .Miss  Sarah  C.  Brooks,  St.  Paul;  Mrs.  C.  L.  Place, 
St.  Paul;  Mrs.  Alice  M.  Cooley.  Minneapolis:  D.  E.  Cloyd, 
Cloquet. 

Financial  <ni<l  Business  Executive  Hoard  R.  E.  Denfeld, 
Duluth;    A.  W.  Rankin.  Minneapolis;    Miss  Gertrude  O.   Ellis. 

Austin. 


8  — 


PURPOSES  OF  CHILD  STUDY  AND  OF  OUR 
ASSOCIATION. 


Children  have  always  beeD  studied  more  or  less  by  parents 
and  teachers  but  not  until  recently  have  they  been  studied  by 
scientists  or  in  a  scientific  way.  Our  association  and  similar 
ones  in  other  states  aim  to  increase  the  interest  in  child  study, 
awaken  an  appreciation  of  its  importance  and  direct  it  in  such 
a  way  that  it  will  he  more  systematic,  more  scientific  and  more 
sympathetic. 

'Idle  purpose  most  prominent  in  the  minds  of  parents  and 
teachers  in  the  study  of  a  child  or  a  group  of  children  is  that 
they  may  understand  them  better,  know  how  to  deal  with  them 
more  successfully  and  how  to  more  wisely  guard  their  physical, 
intellectual,  emotional,  volitional  and  moral  development.  The 
association  recognizes  this,  and  the  chief  aim  of  this  pamphlet 
i-  t < •  offer  suggestions  that  will  help  parents  and  teachers  attain 
t  hese  objects. 

dentists  who  study  children  have  another  purpose  in  view. 
A  scientist  is  trying  to  discover  general  truths  about  children, 
lh-  i-  mil  trying  to  discover  the  peculiar  characteristics  of  a 
child  which  he  wishes  to  influence  hut  to  find  out  what  is  true 
of  all  children,  or  <  >f  children  of  certain  ages  under  certain  con- 
dition- He  pants  to  learn  these  truths  either  because  of  his 
love  of  truth  and  desire  to  know  all  that  can  be  known  about 
children,  jus!  as  other  scientists  wish  to  find  out  all  they  can 
about  plant-  and  animal-,  or  else,  because  he  wishes  to  get  a 
me  other  science,  as  that  of  education.  The  latter 
i-  nio-t  frequently  the  purpose  of  the  scientific  study  of  chil- 
dren, for  it  is  now  pretty  "jiierally  recognized  by  thoughtful 
educators  that  few  of  the  educational  questions  now  under  dis- 
cussion  as  t<>  com-.-  of  study,  methods  of  teaching,  etc.,  can  be 
Bettled  except  by  a  more  accurate  determination  of  general  truths 
the  nature  and  development  of  children. 


-9- 

As  has  been  said  parents  and  teachers  are  usually  most  in- 
terested in  the  first  aim  of  finding  out  particular  truths  about 
particular  children  with  the  expectation  of  making  immediate 
use  of  such  knowledge,  yet  they  can  gain  their  own  ends  better 
by  learning  what  has  already  been  found  out  about  children  in 
general  and  it  is  also  possible  for  them  to  supply  the  specialist 
seeking  for  general  truth  with  valuable  facts  which  he  can  get 
in  no  other  way.  Parents  and  teachers  should  therefore  not 
only  study  children  for  their  own  purposes,  but  should  assist  as 
much  as  possible  in  procuring  data  for  specialists.  It  is  also 
profitable  for  teachers  occasionally  to  tabulate  the  results  of 
some  study  of  their  school  and  make  generalization  as  to  child- 
ren of  a  certain  age,  sex  or  class.  It  will  have  a  broadening  ef- 
fect on  the  teacher  and  make  it  possible  for  her  to  more  intelli- 
gently judge  of  the  ability  and  characteristics  of  an  individual 
pupil  as  compared  with  the  average.  Parents  will  also  be  profit- 
ed by  a  comparison  of  their  own  observations  with  those  of 
others  and  with  generalizations  that  have  been  made. 

In  preparing  the  suggestions  and  outlines  in  this  pamphlet 
the  second  or  scientific  purpose  of  child  study  lias  been  kept  in 
mind  as  well  as  the  first  and  the  interests  of  parents  as  well  as 
those  of  teachers  have  been  considered.  Some  of  the  obser- 
vations and  tests  will  be  of  most  value  in  getting  data  for  the 
establishment  of  general  truths,  others  will  have  their  principal 
value  in  what  is  learned  in  making  the  observation  or  test  while 
some  will  be  valuable  for  both  purposes.  Some  of  the  sug- 
gestions are  best  suited  for  the  teacher,  others  for  parents,  and 
all  persons  using  the  smreystions  should  consider  carefully  the 
purpose  of  the  set  of  suggestions  they  are  about  to  use  and  the 
conditions  under  which  they  can  best  be  carried  out.  It  is 
hoped  that  all  members  will  cooperate  in  the  attainment  of  both 
purposes  of  child  study,  sending  any  data  they  collect  to  the 
secretary  or  other  designated  person  and  correspond  freely  with 
him  as  to  the  best  means  of  carrying  out  suggestions. 

To  study  children  successfully,  a  knowledge  of  psychologi- 
cal terms  and  familiarity  with  what  has  already  been  done  in 
child  study  is  helpful,  though  not  absolutely  necessary.  (  \nilion 
in  making  inferences  and  drawing  positive  conclusions  and 
patience  and  perseverance  to  pursue  the  study  till  the  truth  is 
fully  revealed,  are  still  more  important  requisites  for  successful 


10  — 

child  study,  luit    the  only  characteristic  that   is  absolutely  es- 
sential, is  a  genuine  sympathetic  interest  in  children.     Let  no 

one  therefore  attempl  to  carry  out  any  of  these  su'_r:_r,,-tions  in 

any  other  spirit.       1 1'   any  of   the    studies   are   made  as  matters  of 
mere  curiosities  or  amusement  the  children  will  detect  it  and  the 

result  will  he  valueless  ami  perhaps  injurious. 


HEREDITY  AND  HOME  INFLUENCES. 


The  teacher  should  take   a    personal    interest    in    each    pupil 

and  seek  to  understand  him  by  studying  his  hereditary  tenden- 
cies and  the  influences  outside  of  school  that  are  affecting  his 
development.  The  following  facts  are  generally  significant  and 
can  usually  he  learned  by  an  ohservant.  tactful  teacher  from  in- 
cidental observation  and  conversation  with  pupils,  from  tests 
ted  in  other  parts  of  this  pamphlet  and  from  personal 
conversation  with  parents,  who.  if  approached  in  the  rightspirit 
will  take  pleasure  in  talking  about  the  characteristics  of  their 
children.  In  sending  reports  to  the  secretary  or  other  desig- 
nated  person,  of  observations  or  tests,  the  age  and  sex  of  the 

pupils   should    always    he   given    and    in    most   cases    it    would   be 

helpful  to  send  some  or  all  of  the  other  facts  suggested  below. 
Name  i>  in  it  accessary. 

Age  of  child  Sex  Number  of  brothers  and  sisters — Order 
in  which  child  comes  (counting  oldest  as  first)  Nationality  of 
hither  of  mother  of  grandparents  if  known  -Color  of  hair 
••nid  eVes  of  lather  of  mother  Size  ami  build  of  father — of 
niothe'-  ('dor  of  hair  and  eyes  of  child  Size  (for  age)  and 
build  of  child  Has  father  or  mother,  or  grand-parents  any 
marked  physical  or  mental  peculiarity  and  if  so  is  it  shown  by 
the  child?  [f  so,  is  it  certainly  inherited  or  may  it  be  the  result 
of  imitations?  Has  the  child  any  peculiarity  such  as  exceptional 
temper  L_r""d  or  bad,  or  any  unusual  bodily  or  mental  power  or 
defect  which  causes  him  to  be  treated  differently* from  what  he 
would  otherwise  he  by  parents  ,,,-  associates?  Ts  the  child's 
health  good  now?     Has  he  ever  had  any  serious  illness?     What? 


—  11- 

■ — How  early  did  he  learn  to  walk?  to  talk?  At  what  age  did 
he  start  to  school? — Record  anything  remembered  by  child  or 
parents  as  to  early  impressions  and  experiences  especially  those 
of  his  first  term  of  school-  Has  he  disliked  school  at  any  time 
and  if  so  at  what  age  and  under  what  circumstances?  What  is 
the  degree  of  education  of  father? — of  mother?— What  is  the 
occupation  of  the  father?  What  as  to  the  kind  and  amount  of 
reading  matter  in  the  home?  What  as  to  the  kind  and  amount 
of  reading  done  by  the  child?— What  kind  of  company  has  and 
does  the  child  keep? — Is  he  leader  or  follower?  What  does  he 
do  outside  of  school? — What  are  his  favorite  games?  What 
plans  has  he  had  or  does  he  have  now  as  to  what  he  will  do 
when  grown?— Has  his  life  been  spent  in  country,  village  or  city, 
and  has  he  taken  any  long  journeys? 


HABIT. 


Education  is  the  process  of  forming  habits  of  movement, 
thought,  feeling  and  action.  The  teacher  should,  therefore,  ob- 
serve closely  the  effects  of  all  general  school  exercises  and  rules 
and  of  all  methods  of  study  and  recitation  upon  the  habits  of 
the  school  as  a  whole  and  upon  each  individual,  and  parents 
should  make  corresponding  observations  in  the  home.  It  should 
be  remembered  that  a  habit  is  an  acquired  tendency  to  do  a  cer- 
tain thing  under  certain  conditions  and  the  exact  conditions, 
both  external  and  internal,  under  which  the  habit  being  studied 
is  performed  and  the  effects  of  changing  those  conditions  should 
be  carefully  noted.  One  can  study  the  habits  of  children  much 
more  intelligently  and  sympathetically  if  he  first  observes  his 
own  habits  and  tries  breaking  one  or  two  of  them,  such  as  the 
pronunciation  of  a  word,  the  use  of  a  certain  phrase,  the  taking 
of  a  certain  route  between  two  places,  the  order  in  which  shoes 
or  other  articles  of  clothing  are  put  on,  the  place  in  which  some 
article  of  common  use  is  put.  Since  so  many  habits  originate 
in  imitation,  the  outlines  given  below  include  suggestions  bear- 
ing upon  that  as  well  as  upon  habit.  If  it  is  thought  best  chil- 
dren may  be  given  an  object-lesson  on  the  power  of  habitby  ask- 
ing them  to  do  something  they  do  every  day  in  a  different  way 


—  VI 

in. 111  what  they  are  used  to  doing  it.     The  outline  Is  prepared 
for  teachers  but  much  of  it  can  be  used  by  parents  with  slight 

rhaii- 

I. 

1.  Look  Cor  instances  of  imitation  of  teacher  in  voice,  lan- 
guage, gesture,  expression  of  face,  attitude,  ways  of  doing  things 
and  any  mental  or  moral  characteristic. 

2,  Note  similar  imitations  of  classmates  and  other  persons 
and  imitations  of  what  has  been  read  about. 

:;.  Note  whether  the  imitations  are  unconscious  or  inten- 
tional and  persistent. 

1.  Give  special  attention  to  those  that  are  liable  to  lead  to 
the  format  ion  of  good  or  had  habits  of  conduct  and  to  those 
that  are  liable  to  help  or  hinder  progress  in  the  subject  being 
studied. 

5.  Not  ice  whet  her  in  any  case  the  tendency  to  imitate  is 
bo  strong  as  to  prevenl  originality  or  so  weak  as  to  retard  the 
formation  <>f  desirable  habits. 

II. 

1.  Note  whether  there  are  any  habits  common  to  the  class 
as  a  whole  or  ti»  nearly  all  of  its  members  that  interfere  with 
good  order  and  successful  work  during  the  recitation. 

■_'.  Notice  what  efforts,  if  any,  are  made  to  change  those 
habits  by  the  teacher  and  the  effects  of  such  efforts. 

III. 

I.  Select  one  or  more  pupils  for  special  study  and  note 
down  all  the  attitudes,  movements,  phrases  and  actions  that 
seem  to  \«-  characteristic  and  more  or  less  habitual. 

:'.  Note  especially  habits  that  are  commendable  and  those 
that  interfere  with  the  pupil's  besl  and  most  rapid  development. 

::.  Determine  the  origin  of  as  many  of  the  habits  as  pos- 
sible 

I.  Notice  at  what  time  of  the  day  and  under  what  cir- 
cumBtances  the  undesirable  habits  manifest  themselves. 

Note  any  change  in  the  habits  that  seem  to  be  taking 
place  and  especially  the  effects  of  the  efforts  of  the  teacher  to 
modify  them. 


-13- 

6.  Discover,  if  you  can.  whether  there  is  any  one  trait  or 
habit  that  is  the  principal  one  and  at  bottom  the  cause  of  all 
the  others. 

7.  State  what  means  you  think  should  be  used  to  correct 
bad  habits  and  preserve  good  ones  in  the  pupils  studied. 

8.  Note  what  habits  of  studying  or  doing  things  are  being 
formed  by  the  pupils  in  each  subject  studied  that  will  be  of  ad- 
vantage or  disadvantage  to  them. 


ATTENTION. 


It  is  evident  to  everyone  who  has  given  the  matter  thought 
that  time  spent  in  talking  to  inattentive  pupils  is  largely  if  not 
wholly  wasted.  The  pupil  also  who  fails  to  concentrate  his 
attention  during  the  study  period  learns  little  or  nothing.  It  is 
important  therefore  that  every  teacher  should  be  familiar  with 
the  signs  and  causes  of  attention  and  inattention  that  she  may 
waste  no  time  in  giving  instructions  or  directions  to  inattentive 
pupils.  The  ability  to  read  the  signs  of  attention,  determine 
the  causes,  and  apply  the  right  nutriment  or  remedy  can  only 
be  gained  by  practice.  The  following  outline  prepared  by  our 
former  secretary  L.  H.  Galbreath,  will  be  found  helpful  in  guid- 
ing such  practice. 

A    STUDY    OF    ATTENTION    IN    CLASS    WORK. 

1.     Signs  of  attention. 

(a)  How  is  attention  to  class  work  manifested,  in 
bodily  attitude,  in  actions,  in  questions,  in  answers,  in  repro- 
ductions or  in  voluntary  participation?  What  help  may  come 
from  this  study? 

(/>)  Can  you  find  any  si^ns  peculiar  to  individuals? 
What  manifestations  are  very  general?  What  help  may  come 
from  a  knowledge  of  the  peculiarities  of  attention? 

(c)  What  variations  in  signs  are  discoverable  in  re- 
lation to  time  of  day,  to  subject,  to  method,  or  to  attitude  of 
teacher? 


11 

2.     ( londition  of  attention, 

(a)  Ajre  the  conditions  of  heat,  light,  atmosphere,  seat- 
ing and  of  seeing  and  hearing  in  class  work  conducive  to  good 
attention?      In  what  cases  not? 

(6)  Are  the  physical  conditions  of  the  child's  body 
with  respect  to  health,  degree  of  fatigue  and  muscular  activity 
anil  experience  conducive  to  attention?     In  what  cases  not? 

(c)  What  social  events  <>r  experiences  at  home  in 
school  or  in  the  neighborhood  perceptibly  affect  the  attention 
to  school  room  duties? 

ill)  How  is  attention  conditioned  by  previous  shall/  in 
school  or  out  of  school  as  in  reading,  travel  and  the  like? 

'.'>.     Power  of  attention. 

i  a  )  What  difference  can  you  note  in  your  children's 
ability  to  grasp  thought?  Can  they  attend  equally  well  to 
matters  of  difficult  interpretation? 

i  // 1  What  differences  in  intensity  are  discernible?  Is 
this  difference  noticeable  in  all  subjects?  Does  it  vary  with  the 
time  of  day? 

(c)  l>  there  a  difference  in  the  rapidity  of  attending  to 
the  matter  of  instruction?      What  variation  is  found  in  this? 

(d)  Can  you  find  any  peculiarities  in  attention  in  your 
pupils  ilue  to  "eye-mindedness"  or  "ear-mindedness"  or  other 
special  mental  type? 

1.     Stimuli  to  attention. 

i  u  )  W li.it  external  Influences  are  operating  to  affect  the 
pupil's  attention  either  in  direction  or  intensity? 

(fe)     Through  what  senses  is  he  receiving  stimuli? 

i  .  i      What  of  these  are  Bubjecl  to  control  by  teacher  and 

what  not  ? 


15 


PERCEPTION  AND  APPERCEPTION. 


Observation  may  be  made  upon  perception  incidentally  out- 
side of  school  work,  and  in  school  work  whenever  the  pupils  are 
studying  oral  or  visual  words,  objects,  pictures  or  maps,  and  up- 
on apperception  in  connection  with  almost  every  subject.  When 
the  work  of  a  class  requires  visual  or  auditory  perception  the 
teacher  should  note  whether  the  external  conditions  of  light, 
angle  of  vision,  and  distances  are  favorable  for  all  the  pupils  to 
see  or  hear  what  is  being  presented  and  whether  the  internal 
condition  of  attention  is  also  present.  In  every  lesson  she 
should  ask  herself  "What  knowledge  does  the  class  already  have 
that  they  can  use  in  understanding  what  is  being  studied?" 
And  should  notice  whether  they  recall  and  use  most  pleasure- 
ably  knowledge  gained,  (1)  from  personal  experience,  (2)  from 
reading  or  hearsay,  or  ( )! )  from  the  study  of  this  or  other  sub- 
jects in  school. 

In  observing  an  individual  pupil,  the  condition  of  his  sight 
and  hearing  with  reference  to  where  he  sits  should  be  considered, 
then  the  teacher  should  try  to  form  a  judgment  as  to  the  quick- 
ness and  accuracy  with  which  he  perceives  as  compared  with 
other  pupils  and  to  determine  how  far  good  or  poor  perception 
in  these  respects  is  due  to  apperceptive  knowledge.  It  will  be 
interesting  ;ilso  to  note  the  characteristics  of  the  pupil's  percep- 
tion as  to  classes  of  objects  he  observes  or  qualities  noticed  first, 
whether  it  is  better  in  visual  or  auditory  perception,  whether  lie 
notices  essential  or  non-essential  qualities  and  whether  he  seems 
most  interested  in  beauty,  use  or  peculiarities  of  objects. 


16- 


IMAGINATION. 


In  reading,  history,  geography  and  arithmetic,  objects  not 
present  to  the  senses  are  frequently  named  and  the  ideas  the 
children  gain  depend  upon  the  clearness  and  accuracy  of  the 
images  suggested  by  the  words  and  the  power  the  pupils  have  of 
combining  them  in  the  right  way.  The  teacher,  therefore, 
should  always  in  connection  with  such  exercises  ask  herself 
what  mages  need  to  be  formed  and  what  basis  in  sense  percep- 
tion '.  le  pupils  probably  have  for  forming  the  correct  images  and 
I  ->w  r  uch  power  of  making  the  proper  combination  they  proba- 
bly possess.  The  language  used  by  pupils  in  reciting  and  their 
responses  either  in  words  or  drawings  to  the  question  as  to  just 
how  they  have  represented  the  object  or  scen>3  (e.  g.  a  banana 
tree  or  the  battle  of  Trenton)  in  their  own  minds  are  soim 
ways  in  which  an  observant  teacher  can  find  out  how  pupils  . 
using  their  imaginations. 

In  studying  individual  children  the  teacher  will  find  that 
some  have  better  reproductive  imaginations  than  others,  i.  e. 
can  roproduce  in  their  minds  more  vividly  and  accurately  their 
]>;ist  sense  impressions;  some  have  better  constructive  imagina- 
tion i.  e.  can  modify  their  images  by  enlarging  them  or  by  put- 
ting together  images  of  what  they  have  perceived  according  to 
directions  so  as  to  form  images  of  what  they  have  not  seen,  while 
still  others  have  more  of  a  creative  imagination  i.  e.  have  the 
tendency  to  modify  and  combine  images  according  to  their  own 
notions.  The  latter  kind  of  imagination  is  shown  especially  in 
play,  and  original  drawing  and  story  writing.  It  will  also  be 
found  thai  a  large  proportion  use  visual  rather  than  auditory  or 
other  images.  A  knowledge  of  these  facts  will  enable  the  teacher 
to  moie  intelligently  instruct  children  and  to  give  each  one  the 
training  most  needed. 


17 


MEMORY. 


In  studying  memory  the  teacher  should  seek  especially  to 
discover  what  kinds  of  mental  images  are  most  used  and  .what 
kind  of  groupings  and  associations  are  most  helpful.  The,  kind 
of  images  most  used  is  of  special  importance  in  spelling  and 
can  often  be  determined  by  noticing  the  kind  of  mistakes  ',iade, 
in  spelling  words.  Special  tests  given  elsewhere  and  obser- 
vations as  to  whether  what  is  given  orally  or  what  is  read  si- 
lently is  remember  ,1  best  and  how  much  memory  is  assisted  by 
••  or  repeating  will  help  to  determine  whether  children  are 
visual,  auditory  or  motor  type. 

As  to  association  the  teacher  should  note  how  much  better 
pupils  remember  facts  that  are  grouped  than  those  given  hap- 
hazard, and  what  kind  of  grouping  seems  most  favorable  to 
memory  also  as  to  how  much  memory  is  helped  by  association 
with .  objects,  pictures,  word  pictures,  diagrams,  or  with  any 
>_  ^p  of  facts  already  known.  She  should  also  notice  how  far 
in  reproducing,  pupils  follow  the  order  in  which  the  facts  were 
given  and  when  they  vary  the  order  whether  any  other  order  is 
substituted.  The  amount  that  pupils  can  best  learn  at  one  time 
and  the  frequency  of  review  required  should  also  receive  watch- 
ful attention.  Individual  peculiarities  in  all  these  respects  as  to 
kind  of  facts  best  remembered  and  permanency  of  memory 
should  be  noted. 


L8 


INCEPTION  AND  REASONING. 


I  ii  observing  evidences  of  these  higher  intellectual  processes 
the  way  in  which  words  are  usrd,  defined  and  truths  applied 
should  be  noted,  for  the  meaning  attached  to  a  word  constitutes 
i  ,ne's  concept,  and  the  forming  of  general  truths  and  the  applica- 
tion of  them  involve  reasoning.  The  teacher  should  continually 
watch  to  see  that  pupils  are  not  getting  wrong  ideas  of  things 
aboul  which  they  are  studying,  and  to  see  that  they  really  have 
the  right  idea  of  words  supposed  to  be  familiar.  In  determining 
jusl  what  their  ideas  are  and  how  to  correct  them,  it  will  be  well 
lor  lie'  teacher  to  consider  whether  the  idea  has  probably  been 
gotten  (a)  from  direct  experience  (b)  from  description  or  defi- 
nition or  i  ei  by  inference  from  the  way  in  which  the  word  is 
used  in  connection  with  other  words  whose  meaning  is  known. 
I  n  trying  to  give  pupils  a  general  notion  or  concept  (for  example 
whai  a  prime  number  or  an  adverb  is),  they  should  not  only 
learn  the  characteristics  or  the  definition  but  should  be  tested  as 
to  their  ability  to  recognize  the  characteristics  in  concrete 
examples.  In  the  attempts  of  pupils  to  thus  recognize  or 
classify,  the  teacher  should  notice  whether  mistakes  are  due  to 
imperfecl  knowledge  of  the  characteristics  of  the  class  or  to  the 
hick  of  discrimination  of  the  particular  characteristics  of  what 
is  being  classified  and  then  act  accordingly. 

In  studying  reasoning  the  teaoher  should  notice  how  many 
examples  are  required  before  different  pupils  make  a  generali- 
zation and  how  ready  they  are  to  apply  a  general  truth  they 
have  learned.  If  mistakes  are  made  note  what  likeness  the 
pupil  has  probably  siezed  upon  and  whether  mistakes  are  due 
("i  to  choosing  wrong  characteristics  (/>)  imperfect  discrim- 
ination of  characteristics  (c)  lack  of  knowledge  of  the  general 
truth  to  be  applied  id)  lack  of  power  of  attention  to  keep  sev- 
eral ideas  in  mind  till  a  conclusion  can  be  reached. 


—  19- 

GENERAL    OUTLINE  FOR  RECORDING  JUDGMENTS 

AS  TO  A  CHILD'S  INTELLECTUAL  ABILITY 

AND  PECULIARITIES. 


Name—  Age—  Sex —  Nationality- 

Other  significant  facts.     (See  "Heredity  and  Home  Influ- 
ences.'"') 
Attention. 

Habit  of  attention  as  to  degree- 
In  class. 
When  studying. 
Power  of  attention — 

As  to  time  he  can  attend. 
As  to  readiness  with  which  he  can  change. 
As  to  the  number  of  things  he  can  keep  in  mind  at  once 
without  confusion. 
Characteristics  of  attention — 

Are  there  any  signs  of  attention    peculiar    to   himself 

which  a  teacher  should  know? 
Are  there  any  subjects  or  conditions  in  which  he  shows 
marked  attention  or  inattention? 
Perception  and  Apperception. 
Perfectness  of  sense  organs. 
Quickness  of  perception. 
Accuracy  of  perception. 
Peculiarities  of  perception. 
Apperceptive  knowledge — 
Amount. 
Kind. 
Readiness  in  using. 

Imagination. 

Reproductive — 

Vividness. 

Accuracy. 

Kind  of  image  most  used. 
Constructive — 

Readiness. 

Accuracy. 


—  20  — 

Creative — 
Power. 

Does  tendency  to  create  interfere  with  accuracy  of  per- 
ception or  construction  or  memory? 
Is  imagination  aesthetic,  intellectual  or  inventive? 

Memory  . 

Kind  of  image  most  used. 

Which  is  remembered  best,  thought  or  words? 

Power  of  memory — 

In  daily  lessons. 

In  review. 
Does  he  often  recall  facts  without  knowing  where  they  be- 
long? 
Does  he  often  recognize  as  correct  what  he  was  unable  to 

recall  ? 
Is  his  memory  for  any  kind  of  facts  especially  good  or  poor? 
Does  he  associate  facts  in  a  systematic  way? 

Conception  and  Reasoning. 

Concepts — 

Number. 

Perfectness. 

In  what  linos  best? 
Reasoning — 

Ability  to  follow  reasoning. 

Tendency  to  reason  for  himself. 

Tendency  to  generalize. 

Tendency  to  apply  general  truths. 

Accuracy  of  reasoning. 

Is  reasoning  especially  good  or  poor  in  any  subject? 

The  above  gives  a  brief  form  for  recording  the  results  of  a 
Btudj  of  individual  children.  In  all  cases  the  child  should  be 
compared  with  others  of  his  class  and  age,  and  adjectives  should 
indicate  whether  he  is  average,  or  above  or  below  average,  little 
or  much.  The  teacher  will  find  the  making  out  of  a  few  such 
reports  as  this  profitable  in  giving  definiteness  to  her  obser- 
vations and  they  will  be  of  much  more  value  to  the  teacher  to 
whom  the  pupil  next  goes  than  a  mere  record  of  standing. 
Such  reports  would  also  be  very  valuable  to  a  superintendent  in 
settling  difficult  cases  of  promotion.  The  following  form  quoted 
from  Communication  XI  may  also  be  found  valuable. 


-21 


ATTEMPTED  IMPROVEMENT   OF    A    SCHOOL    AND 

OF  A  PUPIL. 


I. 

If  at  the  beginning  of  your  school  this  year,  or  at  any  time 
since,  you  found  the  school  as  a  whole  or  any  class  as  a  whole,  in 
an  unsatisfactory  state,  either  as  regards  conduct  or  scholarship 
in  any  particular  study,  please  describe  as  fully  and  clearly  as 
possible,  giving  concrete  illustrations,  (a)  the  condition;  (b) 
the  cause  of  the  condition;  (c)  the  means  you  have  taken  to 
correct  it;  (d)  the  results. 

II. 

Describe  any  pupil  who  has  given  you  trouble,  either  as  re- 
gards behavior  or  learning,  covering  the  following  points: 

1.  Age  and  sex  of  child. 

2.  Nationality  and  education  of  the  parents,  and  any  other 
significant  facts  about  the  home  surroundings  of  the  child. 

3.  Condition  of  the  child  as  regards  physical  peculiarities 
or  defects,  particularly  those  of  sense  organs  or  movements, 
(describe  any  means  you  have  used  to  determine  perfectness  of 
eye  or  ear). 

4.  Mental  peculiarities  that  you  have  noted. 

5.  A  full  account  of  the  undesirable  actions  or  the  defects 
in  scholarship  which  you  wish  to  correct. 

6.  What  you  have  found  to  be  the  probable  cause  of  his 
or  her  present  condition. 

7.  What  you  have  done  to  remedy  the  defect. 

8.  Results  of  the  various  means  used,  and  the  present  con- 
dition of  the  child. 

A  detailed  description  of  one  case  is  better  than  a  general 
description  of  many,  and  it  is  especially  important  that  the  facts 
upon  which  your  opinions  are  founded  should  be  given  defi- 
nitely. 


...» 


SPECIAL  STUDIES  AND  TESTS. 


With  the  exercise  of  a  little  tad  a  teacher  can  profitably 
use  many  of  the  suggestions  outlined  below  as  a  means  of 
getting  better  acquainted  with  1km-  pupils  and  in  some  instances 
of  collecting  valuable  data.     They    can    be   used   as   language 

m  or  as  tests,  or  games  in  general  exercises,  being  intro- 
duce.! by  a  few  remarks  calculated  to  rouse  an  interest  in  the 
subject  ami  lead  them  to  express  themselves  freely  and  frankly, 
or  do  their  best  and  most  rapid  work  as  the  test  may  require. 

Ai  TOBIOGE  \  I'll  N  . 

In  a  language  lesson  pupils  may  be  told  what  an  autobi- 
ography  is,  then  told  to  write  one.  If  an  outline  is  given  them 
the  following  will  Serve. 

I.      Name,  age  and  place  of  birth  and  occupation  of  father. 

-.     Earliest  recollections. 

'■',.      Places  lived  in  and   journeys  taken. 

I.     Studies  and  school  experiences. 
5.     Other  interesting  experiences  and  facts. 
In  connection  with  the  above  or  at  another  time  the  follow- 
ing subject  and  outline  may  be  given. 

PLEAS  \NT   THINGS   TO    DO. 

1.  What  I  like  to  do  now  in  the  way  of  work,  play  or  read- 
ing. 

■_'.     What  I  would  like  to  do  sometime. 

\n     EXPERl  ENCES    W  ll'll    MONE1  , 

I .     Gi  II >  ai/  money. 

I.  Experiences  in  earning  money,  what  was  done,  when, 
why.  and  how  many  t  i 1 1 1  • 

-■  Experiences  in  receiving  money  as  a  gift  or  allowance; 
from  whom,  under  what  circumstances. 

:;.  How  I  should  like  to  get  money  when  grown  and  why: 
in  what  business,  and  which  .vould  be  Wetter,  to  work  for  money 
or  to  have  it  given  to  one  without  working? 


23 

II.  Saving  tinmen . 

Experiences  in  saving  money:  where  it  was  kept,  how  long, 
for  what  purpose  and  was  it  finally  spent  for  that  purpose? 

III.  Spending  money. 

1.  Description  of  different    ways    in    which    it    has    been 

spent. 

2.  What  I  would  do  with  the  money  it'  1  had  ;i  chance  to 
gel  fifty  cents  ;i  day  for  a  mouth. 

:;.  Which  would  be  most  desirable,  and  why.  to  have 
clothes,  hooks  and  playthings  bought  by  parents  or  to  receive 
money  to  buy  them? 

4.  Which  would  be  best,  to  have  rive  dollars  to-day,  ten 
a  year  from  now  or  one  hundred,  ten  years  from  uow? 

children's  reading. 

1.  (Jive  the  names  of  all  papers  or  magazines  that  you 
read  regularly  or  hear  read,  stating  which  one  you  like  best  ami 
why. 

•1.  State  as  accurately  as  you  can  the  number  of  books  that 
you  have  read  outside  of  school  since  the  beginning  of  this 
school  year.  How  many  of  these  did  you  read  more  than  once 
or  had  you  read  before? 

3.  Give  the  names  of  as  many  books  that  you  read  this 
year  as  you  can. 

•4.     State  which  one  you  like  best  and  why. 

5.  Which  of  your  school  subjects  do  you  like  best  and  for 
what  reason  if  you  know'." 

Questions  similar  to  the  above  should  be  asked  every  year. 

QUESTIONS    A.BOUT    LAST    DEAR'S    \\<>KK. 

Any  teacher  especially  one  who  knows  what  her  pupils  had 
last  year  will  have  a  flood  of  light  thrown  upon  children's  inter- 
ests and  memory,  and  upon  the  question  of  what  subjects  and 
methods  are  most  impressive  by  asking  questions  in  regard  to 
last  year's  work,  such  as  the  following,  and  by  giving  them  a  set 
or  two  of  last  year's  examination  questions. 

What  did  you  study  about  last  year  in  geography? 

Name  some  of  the  "pieces"  you  read  in  your  reader  last 
year  and  give  all  you  can  remember  about  one  of  them. 


24— 

TEST    OF    \i'U;\<\    "l     MENTAL    IMAGES     \M'    OF    INCIDENTAL 
ATTENTION    AND    MEMORY. 

I.  Without  measuring,  draw  a  horizontal  Line  one  inch 
long  and  another  five  inches. 

2  State  in  inches  how  high  and  how  far  across  a  vessel 
must  be  to  hold  a  quart  of  milk. 

3.     Draw  lines  to  represent  the  actual  height  and  distance 

-  of  the  larger  size  of  fruit  and  vegetable  cans  usually  sold 
in  groceries. 

I.  State  in  inches  the  size  a  vessel  must  be  to  hold  a 
gallon. 

5.  State  in  feel  the  distance  between  the  tracks  made  by 
wagon  wheels. 

6.  Which  way  do  the  seeds  of  an  apple  point? 

7.  Which  leave  oul  first  in  the  spring,  willows  or  oaks? 
Which  lose  their  leaves  first  ? 

8.  I  low  many  legs  and  how  many  wings  has  a  fly? 
'.'.     How  much  does  a  brick  weigh? 

1<>.     How  long  has  it  been  since  the  World's  Fair? 

1  I.  Ask  how  long  since  some  recent  event  known  to  all  and 
not  definitely  associated  with  an  announced  date. 

L2.  Ask  the  q umber  of  pane-  of  glass  in  some  window  all 
have  Been  frequently. 

13.     Ask  the  distance  between  two  well  known  objects. 

1  I.  Ask  the  number  of  houses  on  a  well  known  street  for  a 
block  or  t  w< >. 

1").  Have  the  pupils  sit  quietly  with  hands  folded  then 
give  a  signal  and  after  the  lapse  of  a  minute  another,  then  ask 
how  loim  the  t  ime  has  been. 

ll. -T    OF    IMAGINATION    AND    REASONING. 

1.  If  you  were  to  walk  directly  west  five  miles  how  far 
would  you  be  from  the  schoolhouse? 

2.  Two  men  sis  miles  apart  walked  directly  toward  each 
other,  one  walking  two  miles  and  the  other  three:  How  far 
apart  were  they  then? 

3.  Two  men  were  three  miles  apart  on  a  north  and  south 
line  and  one  walked   north  two  miles   and    the   other  south   three 

miles:     How  far  apart  were  they  then? 


—  25  — 

1.  Two  men  on  an  east  and  wesl  line  were  four  miles  apart 
and  they  both  walked  west,  the  west  one  three  miles  and  the 
east  one  two  miles:     How  far  apart  were  they  then? 

5.  If  it  is  worth  sixty  cents  to  saw  a  cord  of  wood  making 
two  pieces  of  each  stick  what  will  it  be  worth  to  saw  it  making 
three  pieces  of  each  stick? 

6.  "If  you  were  shipwrecked  on  a  island  of  the  sea  and  you 
found  in  one  corner  of  the  island  an  old  house  of  logs  and  part 
of  an  old  wooden  boat  with  broken  arrows  in  the  bottom  of  it, 
what  would  these  things  tell  you?" 

The  children  should  be  given  plenty  of  time  to  write  all 
they  want  to  on  the  above  story  taken  from  Barnes'  "Studies  in 
Education.'"  The  problems  can  be  given  in  lower  grades  as 
well  as  higher  and  perhaps  receive  equally  as  many  correct 
answers. 

TESTS    OF    DISCRIMINATION. 

The  simplest  test  of  discrimination  is  to  judge  which  is  the 
Larger  of  two  nearly  equal  lines  drawn,  or  held  slanting  one  to 
the  right  and  the  other  to  the  left,  or  to  draw  lines  equal  to 
those  shown,  or  to  bisect  narrow  slips  of  paper  laid  in  a  certain 
position.  The  simplest  color  test  is  to  have  them  select  a  color 
from  a  number  of  colors  like  one  shown.  Auditory  discrimina- 
tion may  be  tested  by  having  the  pupils  tell  which  of  two 
sounds  produced  by  dropping  weights  from  slightly  different 
heights  is  the  louder,  or  which  of  two  notes  sounded  on  an  in- 
strument is  tin-  higher. 

Discrimination  and  perception  may  be  tested  by  having 
pupils  try  to  recognize  various  objects  by  touch,  taste,  smell  or 
sound.  Such  tests  may  be  a  sort  of  a  game  for  little  folks  in 
general  exercises  with  advantage  to  both  pupils  and  teacher. 
The  teacher  should  notice  what  relation  exists  between  power  of 
discrimination  and  mental  ability  as  shown  in  the  other  work  of 
the  school. 

TEST>    OF    MENTAL    AND    MOTOK    QUICKNESS. 

1.  Have  pupils  make  vertical  marks  as  rapidly  as  possible 
for  ten  seconds. 

2.  Have  them  write  figures  beginning  with  1  and  writing 
in  order  as  rapidly  as  possible. 

3.  Have  them  write  numbers  beginning  with  2  and  count- 
in*;  bv  twos. 


26  — 

I.     The  a  '■'•■  'nit  beginning  with  one. 

5,     The  same  as  '.'>  and  I  with  higher  numbers. 

Tests  similar  t>>  this  should  be  made  in  connection  with  all 
drill  work  in  arithmetic  as  a  means  of  measuring  the  rate  of 
progress.  The  teacher  should  notice  what  relation  there  is  be- 
tween quickness  and  accuracy  in  movement  and  quickness  and 
accuracy  in  mental  operations. 

( >lder  pupils  may  lit-  tested  as  to  mental  quickness  and  also 
as  to  peculiarity  of  association  by  having  them  write  words  in 
columns  as    fast    as   they   can    think    of   them     for    three    or    five 

minutes. 

M  EMOR1     \\l>    M  ENT  \l.    I  M  \of.    TEST. 

The  following  prepared  by  Miss  [sabel  Lawrence  and  sent 
oul  as  Communication  VI  can  be  used  both  as  a  memory  test 
and  as  a  means  of  determining  the  kind  of  images  most  used  by 
pupils: 

Make  a  list  of  eight  or  ten  familiar  monosyllables,  so  ar- 
ranged as  to  avoid  association. 

1.  One  list  marked  "A"  presented,  one  word  at  a  time,  on 
cards  so  that  each  is  clearly  seen.  When  the  last  word  is  with- 
drawn, the  pupils  write  then a  paper  marked  "Sight  A." 

2.  Pupils  now  listen  to  another  list  of  the  same  number  of 
words  marked  "15."  After  these  words  have  Ween  pronounced 
distinctly  in  succession,  the  pupils  write  them  on  a  paper  marked 

3  '  M  i  <  I  B." 

3.  Take  the  same  list  as  in  "2,"  or  the  one  marked  "B," 
vary  the  order,  and  presenl  to  sight  as  list  "A"  was  presented  in 
•"1."     Pupils  write  them  on  a  paper  marked  "Sigh!  P>. " 

I.  Take  the  same  list  as  in  "1,"  list  "A,"  vary  this  in  order, 
and  pronounce  as  in  "2."  Pupils  write  this  list  on  a  paper 
marked  •■Sound  A." 

The  papers  should  he  collected  after  each  exercise. 

Caution:     All  pupils  should  hear  and  see  distinctly.     The 

purpose  of  the  test  is  not  to  detect  defective  eye-siijht  or  hear- 

Cards  similar  to  those  to  be  used  should    be    presented 

before  the   test.      1 1'  pupils  cannot    see    or    hear   distinctly,    have 

them  change  their  .-,ats  to  places  where  they  can. 

N  report  like  the  following  can  be  made.  Notice  that  a  col- 
umn is  left  for  ear  and  eye  tests  which  may  be  correlated  with 
this. 


21 


Name  of  pupil 

John  Smith 

Grade       ....           - 

Fourth 

Age                 .... 

10 

Total  number  of  words  given 

20 

*Total  number  reproduced  in  sight  test 

7 

Total  number  reproduced  in  hearing  tesl 

18 

Words  substituted  in  sight  tesl 

Fiend 

Words  for  which  substituted 

Friend 

Words  substituted  in  hearing  test 

"Words  for  which  substituted 

fSense  test, — sight         - 

8  ft.  7  in. 

{Sense  test, — hearing 

10  ft.  5  in. 

Scholarship  :  Reading 

Very  Poor 

Spelling 

Poor 

Observation,  -nature  study 

Good 

Arithmetic 

Very  Good 

*A  word  should  be  counted  as  reproduced  when  it  is  recognizable  as  the  word  pre- 
sented, even  though  it  be  misspelled. 

tSense  tests:    Sight— distance  at  which  Letters  one-half  inch  long  are  distinguished. 
tSense  test-:    Bearing— distance  at  which  the  ticking  of  a  watch  is  bsard. 


Several  important  pedagogical  questions  may  receive  light  if 
extensive  Child  Study  be  undertaken  in  this  direction,  and  con- 
tinued for  a  number  of  years.  These  questions  are  largely  in 
the  realm  of  language,  and  will  govern  the  method  of  giving 
children  clear  and  distinct  percepts  of  words,  a  process  so  im- 
portant to  ready  reading,  correct  spelling,  and  possibly  ready 
speaking.  Possibly  experiment  may  extend  beyond  the  limit  of 
words,  but  I  confine  myself  to  them  in  the  following  questions 
suggested  for  solution: 

1.  Are  there  ear-minded  people  who  take  in  words  by  sound. 
even  though  they  see  them? 

2.  Are  there  eye-minded  people  who  take  in  words  by  siudit. 
even  though  they  only  hear  them? 

:;.  If  "1"  and  "2"  should  be  answered  affirmatively,  is  this 
characteristic  due  to  education?  Is  it  inherited?  Is  it  due  to 
defects  of  sight  or  hearing'.-'  Can  we.  as  Ballief  thinks,  make 
children  ear-minded  or  eye-minded  at  will? 

To  answer  the  last  question.  ••:!."  tests  of  sighl  and  hearing 
which  are  usually  used  in  Child  Study  should  be  correlated  with 
these  tests. 

4.  Do  the  majority  of  pupils  take  in  words  by  both  meth- 
ods equally  welly     See  Articles  of   Eye  and  Ear  Mindedness  by 


—  28  — 

Prof.  Bryan,  University  of  Indiana,  p.  77(.».  Pro.  N.  E3.  A..  1893. 
Also  Supt.  Balliet's  Address,  p.  756. 

5.  Can  the  child  who  is  car-minded  become  eye-minded. — ■ 
and  vice  \  ersa? 

6.  If  it  is  possible  to  change  ear-minded  pupils  to  eye- 
minded,  is  it  desirable? 

Shall  we  adapt  our  methods  of  leaching  so  as  to  reach  the 
ear-minded  pupil  through  hearing?  Shall  we  teach  him  to  study 
by  methods  which  appeal  to  the  ear.  while  we  use  the  reverse 
process  with  the  eye-minded?  Or  shall  we  try  to  train  ear- 
minded  pupils  to  acquire  by  the  eye? 

7.  Which  class,  ear-minded  or  eye-minded,  include  the  best 
readers  and  spellers?  Prof.  Bryan,  Supt.  Balliet  and  Dr.  Gran- 
ville differ  in  their  answers  to  these  questions.  Is  demonstra- 
tion  possible? 

It  is  suggested  thai  at  least  three  tests  should  be  made  of 
each  child,  one  at  least  with  the  child  separated  from  his  class. 
These  tests  are  still  better  if  made  by  different  teachers. 

Slighl  differences  in  the  number  of  words  should  be  disre- 
garded. If  a  pupil  tested  several  times  invariably  reproduces 
four  or  more  words  more  by  sound  than  by  sight,  or  if  his  sub- 
stitutions are  such  as  would  naturally  take  place  if  one  heard 
the  word  in  taking  in  the  impression,  he  may  be  safely  pointed 
out  as  ear-minded.  Similar  conditions  may  prove  a  pupil  eye- 
minded. 

Tests  repeated  for  succsssivc  years  may  prove  whether  pu- 
pil- change  in  this  respect. 


SOME  SUGGESTIONS  FOR  OBSERVATIONS  BY 
PARENTS. 


OBSERVATION    ON    INFANTS    AM)    Voi'Xt;    CHILDREN. 

1.  Taste.  When  does  the  child  come  to  like  salt  or  sour 
and  does  it  com,'  to  like  bitter  at  all  or  naturally ?  Describe  the 
substances  used  and  the  circumstances  under  which  these  tastes 
first  became  agreeable.  ('The  question  about  bitter  will  have 
much  bearing  on  the  hygiene  and  ethics  of  tobacco  and  bitter 
stimulating  drinks. )     In   experiments  the  solid  or  liquid  sub- 

sta -  need  n"t  be  Bwallowed  but  placed  on  the  tongue  till  some 

reaction  is  noted  then  wiped  or  rinsed  off. 


29  — 

2.  Color.  When  does  the  child  notice  colors?  Which 
colors  first?  Tested  with  its  choice  of  hooks  of  differenl  bind- 
ings or  with  Bradley  or  Prang  color  papers  what  are  its  two  or 
three  preferred  colors?  Does  it  seem  to  dislike  any  or  merely 
not  notice  them  ? 

3.  Memory.  Note  some  average  sample  of  memory.  Aje 
more  memories  connected  with  pleasurable  or  painful  things? 
Are  the  longest  memories  about  painful  or  pleasurable  things? 

4.  Association.  Note  the  time  and  describe  the  first  cnses 
of  acquired  association,  e.  g.  movements  showing  expectation  of 
the  bottle  with  the  putting  of  a  cloth  under  the  chin  or  with  the 
sight  of  a  bottle  filled  or  empty,  etc. 

5.  Shame  and  Cleanliness.  Note  time  and  describe  first 
cases.  Do  they  seem  to  you  instinctive  in  the  children  or  ac- 
quired? 

(').  Reasoning.  Some  of  the  first  cases  of  what  seem  to  you 
reasoning.     More  complicated  ones  up  to  school  age. 

The  above  suggestions  were  prepared  by  Prof.  H.  Gale,  of 
the  University  of  Minnesota.  Minneapolis,  and  persons  making 
any  of  the  above  observations  will  do  a  greal  Eavor  by  Bending 
their  results  to  him. 

SUGGESTIONS    FOR    THE   STUDY    <>F    LANGUAGE    DEVELOPMENT. 

The  development  of  language  and  of  thoughl  also  can  best 
be  studied  by  observing  and  recording  children's  vocabularies 
during  the  period  from  one  to  four  years  when  they  are  learning 
to  use  language  and  have  not  yet  so  many  words  thai  it  is  almost 
impossible  to  keep  a  record  of  new  ones.  rl "his  is  a  study  which 
it  is  possible  for  every  parent  to  make  to  a  greater  or  less  extent 
and  secure  data  that  will  have  at   least  some    scientific    value. 

The  development  of  speech  in  children  may  be  studied  either 
as  a  process  of  learning  to  make  certain  series  of  movement  i.  e., 
those  of  the  vocal  apparatus  involved  in  pronouncing  words  or 
as  a  process  of  thoughl  development  in  which  the  concept  or 
classifications  adopted  by  people  generally  are  Learned  by  the 
child.  The  more  knowledge  one  has  of  these  two  processes  the 
more  intelligently  they  can  study  and  record  Language  develop- 
ment, yet  without  such  knowledge  a  study  and  record  of  some 
value  may  be  made. 


-30- 

The  method  used  may  be  that  of  keeping  pencil  and  paper 
;,t  hand  and  recording  every  new  word  as  it  is  used  or  that  of 
making  a  special  study  of  the  child's  vocabulary  at  regular 
intervals  of  from  one  to  six  months  and  recording  all  the  words 
used  ;it  that  time  In  making  records  observe  the  following 
points  and  send  the  vocabularies  to  the  secretary,  who  is  collect- 
ing as  many  vocabularies  as  possible,  especially  of  children 
about  two  years  of  age. 

1.  Record  words  that  arc  used  by  the  child  with  a  distinct 
meaning  rather  than  words  merely  repeated  after  some  one,  or 
words  understood  but  not  spoken  by  the  child  himself,  (though 
Beparate  lists  of  the  last  two  classes  of  words  may  be  kept  if 
desired  I 

•J.  Indicate  (a)  how  each  word  is  pronounced,  if  there  is 
any  peculiarity  of  pronunciation,  i  b)  what  part  of  speech  the 
word  is,  as  used  by  the  child,  (c)  the  meaning  the  child  attaches 
to  the  word,  if  it  differs  in  any  way  from  the  ordinary  meaning. 

:;.  Record  all  words  including  names  and  different  forms 
of  the  same  word  ;is  "be",  •"am",  "walk",  "walked". 

I.  Keep  a  record  of  characteristic  phrases  and  sentences 
used  by  the  child  at  different  ages. 

5.  Send  with  the  v<  >ea  1  hi  la  ry,  (a)  a  statement  of  the 
method  of  recording  it.  1 1>  >  of  the  policy  pursued  as  regards 
teaching  the  child  words  eil  her  direel  ly  or  indirectly  by  refusing 
to  supply  wants  not  expressed  in  words,  (c)  the  principal  facts 
mentioned  under  Beredity  and  Home  [nfluences,  especially 
those  with  regard  to  brothers  and  sisters  and  other  companions. 

SUGGESTIONS    FOE    PARENTS'    AND    TEACHERS'    MEETINGS. 

If.  in  every  school  district  in  city,  village  and  country  par- 
ents and  teachers  would  meet  once  a  mouth  and  frankly  discuss 
the  conditions  most  fav'orahle  to  the  best  development  of  children, 
there  would  he  a  greater  improvement  in  school  and  home  man- 
agemenl  of  children  during  the  next  year  than  there  has  ever 
been  in  any  previous  ten  years.  The  following  is  the  plan  for 
organizing  such  meetings  adopted  in  Detroit:  ''It  was  proposed 
to  organize  ft  league  in  each  school  district  of  the  city  of  which 
every  woman  in  it.  regardless  of  creed,  color,  nationality  or  en- 
vironment should  be  asked  to  become  a  member.  Itwasdecided 
to  have  the  meetings  of  those  Leagues  held  in  the  school  buildings 


:;i 

once  every  month,  after  the  regular  work  for  the  day  was  over. 
At  each  of  these  meetings  which  were  to  be  presided  over  by  a 
regularly  elected  principal  (usually  the  principal  of  the  school  >, 
there  were  to  be  free  discussions  among  the  mothers  and  teachers 
upon  the  topics  best  suited  to  aid  in  the  proper  development  of 
the  child."'  The  following  are  some  of  the  topics  suggested  Eor 
discussion  by  Mrs.  Eliza  Bert  Gamble  of  Detroit. 

DISCIPLINE. 

1.  (o)  Do  you  think  corporal  punishment  ever  acces- 
sary? 

(&)  If  so.  do  you  think  it  a  good  means  of  punish- 
ment for  all  children? 

(c)  Has  it  an  injurious  effect  upon  nervous  children, 
and  in  what  way? 

(</)  Does  it  tend  to  make  children  cowardly  or  rebel- 
lious, and  has  it  a  hardening  effect  on  some  children,  especially 
those  over  ten  years  of  age? 

2.  (a)  Is  it  not  advisable  to  punish  children  by  depriving 
them  of  meals,  or  by  putting  them  in  solitary  confinement? 

3.  (a  )  Should  the  parent,  upon  receipt  of  complaint  from 
the  teacher,  punish  the  child  other  than  by  reproof? 

( //)  It  is  not  advisable  for  the  mother  to  confer  with 
the  teacher  upon  receiving  such  complaint? 

4.  (a)  If  a  child  realizes  that  he  will  receive  severe  pun- 
ishment, such  as  beating,  etc..  for  childish  carelessness,  does  such 
knowledge  tend  to  make  him  deceitful  and  incline  him  to  conceal 
his  faults  from  his  parents  and  teachers,  and  take  refuge  in  un- 
truthfulness to  avoid  punishment? 

(b)  Is  the  mother  or  teacher  ever  justified  in  deceiving 
a  child? 

<  r  i  Should  the  rights  of  the  child  be  regarded  and  his 
ideas  respected? 

(<2)  How  won  Id  you  teach  children  to  respect  the  rights 
of  others? 

5.  (a)  In  cases  of  nervous,  timid  children,  will  the  fear 
of  punishment  incline  to  further  deceit  ? 

(6)  Have  you  observed  the  effect  of  fear  upon  the  child 
when  expecting  punishment? 

I  c  i  Do  children  under  five  understand  the  principles 
of  truthfulness? 


—  32- 

1 1 1 )  How  would  you  teach  truthfulness  to  a  very  young 
child? 

6.  <  a)     How  would  you  deal  with  an  ill-tempered  child? 

( I,  I      What  are  the  possible  physical  causes  of  ill-temper? 

i  <■  i      What  are  the  possible  mental  causes  of  ill-temper? 

((/l  When  a  child  is  subject  to  violent  spells  of  passion, 
would  you  consult  a  physician? 

{<■)  Can  we  distinguish  easily  between  a  temper  that 
will  not  be  controlled,  the  child  being  headstrong  and  self-willed, 
and  a  temper  which  results  from  excitement,  nervous  irritability, 
or  over-study,  and  which  he  cannot  control  until  these  condi- 
tions are  removed? 

(/)  To  what  extent  should  we  consider  heredity  in 
children  ? 

7.  (a)  Is  it  well  to  rebuke  a  child  frequently  for  restless- 
ness, often  caused  by  nervous  temperament,  which  must  have  an 
outlet,  or  by  an  over-worked  condition  of  mind  or  body? 

(  h  )  Have  you  observed  that  severe  checking  of  such 
restlessness  often  produces  serious  disorders,  such  as  St.  Yitus's 
dance,  etc.? 

i  c  I  What  do  you  think  is  the  best  method  of  checking 
restlessness? 

i  </ 1     Should  a  child  be  punished  for  restlessness? 

8.  (a)  How  can  we  most  effectually  deal  with  habits  of 
greediness,  untidiness,  indolence  and  disobedience  in  children 
from  five  to  nine  and  from  nine  to  sixteen  years  of  age? 

'.).  (a)  Has  confidence  in  the  tenderness  of  the  mother, 
or  fear  of  the  severity  of  the  father  the  greater  influence  on  the 
.•hi  Id? 

(6)  !)<>  you  not  think  it  wiser  to  prevent  the  forming 
of  bad  habits  by  the  child  than  to  punish  him  after  such  habits 
are  formed  ? 

(  <■)  How  would  yon  try  to  prevent  the  boy  f rom  learn- 
ing objectionable  and  injurious  habits,  for  instance,  smoking, 
chewing  tobacco,  using  profane  language  and  slang,  reading 
pernicious  literature,  and  associating  with  evil  companions? 

i»/i  How  would  you  teach  a  child  self-control,  and  a 
proper  regard  for  the  rights  of  others? 


33  — 
RECREATION  AM)  LITERATURE. 

RECREATION. 

1.  (a)  How  many  hours  should  children  aged  from  five 
to  nine,  and  from  nine  to  fifteen,  respectively,  play  daily. 

2.  (a)  What  ought  we  to  guard  against  when  allowing 
delicate  children  to  join  with  robust  children  in  outdoor  games? 

(M  When  we  notice  that  a  child  loses  breath  quickly 
and  becomes  pale  after  violent  exercise,  to  what  cause  should  we 
attribute  these  conditions? 

(c)  Under  these  conditions  is  it  necessary  to  consult  a 
physician? 

3.  (a)     Which  are  the  healthiest  outdoor  gam 
(o)     Which  are  objectionable? 

(c)  What  games  do  girls  enjoy  most  in  the  home,  and 
which  do  boys  prefer? 

4.  (a)  Do  you  approve  the  plan  (when  possible)  of 
having  in  the  home  a  pleasant,  cheerful  room  set  apart  as  a 
playroom  ? 

(  l>)     What  should  this  room  contain? 

5.  (a)  What  kind  of  games  should  nervous  children 
play? 

(  6  |      What  kind  should  be  discouraged? 

(c)  Have  you  noticed  that  in  the  case  of  nervous  chil- 
dren the  playing  or  games  requiring  the  exercise  of  mental 
powers,  late  in  the  evening,  has  a  tendency  to  induce  wakeful- 
ness and  dreaming? 

(</)  Ought  children  to  be  discouraged  from  playing 
games  in  which  ghosts,  goblins,  etc.,  are  represented? 

6.  (a  )  Will  you  give  some  suggestions  for  amusing  chil- 
dren between  the  ages  of  6  to  10,  on  stormy  days,  <>v  during  con- 
valescence? 

(6)  Do  you  think  that  the  preference  shown  by  chil- 
dren for  certain  occupations  and  games  indicate-  the  tendency 
of  the  mind  toward  certain  trades  or  professions? 

(c)     Should  this  be  encouraged   in  every  way  possible? 

7.  (a)  What  do  you  think  of  such  recreation  as  base-ball, 
foot-ball  and  tennis? 

(6)      Should  girls  play  them? 


34  — 


literatim:. 


1.  (a)  What  style  of  literature  ought  to  be  put  in  the 
hands  of  girls  and  boys  aged,  respectively,  from  six  to  ten  and 
In. m  ten  to  sixteen? 

2.  in  )  Is  the  reading  of  fairy  tales  desirable  as  tending 
to  develop  the  child's  imagination? 

i  b  I  Are  tales  of  adventure,  if  well  written  and  of 
wholesome  morality,  injurious  to  children? 

i  c  )  To  what  extent  should  the  child's  reading  be  con- 
fined to  story-books? 

:;.     (  a  )     At  what  age  would  you  permit  novel  reading? 

(  l> )  Would  you  make  any  exceptions  in  favor  of  Dick- 
ins,  Scott,  or  Thackeray? 

(  c )  Should  children  be  encouraged  to  read  the  daily 
newspapers? 

4.  in)  Should  we  endeavor  to  cultivate  a  taste  for  poetry 
in  the  child;  if  so,  how  should  it  be  done? 

( // )  What  influence  has  good  poetry  upon  the  child's 
Literary  taste  and  on  his  mind? 

in  ( "onsidering  the  age  of  the  child,  is  the  reading  of 
the  best  poets,  even  when  a  little  beyond  his  comprehension, 
better  than  ordinary  rhymes? 

5.  (a)  How  can  we  guard  against  the  growth  of  a  taste 
for  trashy  or  bad  books? 

( I) )  Is  it  well  to  explain  to  the  child  why  certain  books 
are  pernicious  in  their  tendency,  or  simply,  so  far  as  possible, 
to  keep  such  books  out  of  his  way. 

(J.  ui)  Is  it  well  to  encourage  children  to  collect  books 
and  to  have  a  personal  pride  in  the  possession  of  good  works,  or 
should  they  depend  wholly  on  public  libraries? 

i  // )  Should  children,  from  an  early  age,  be  taught  to 
take  good  care  of  books? 

7,  (a)  ll<»\v  should  a  mother  succeed  in  guiding  the  liter- 
ary taste  of  her  child? 


35 


PART  II. 


OUTLINE  FOR  THE  STUDY  OF  THE  EMOTIONS. 

BY   ISABEL   I.aw  1,1  Ml.. 


I.    HAPPINESS  OR  UNHAPPINESS 

SUGGESTION    I'm;    STUD! 

Record  cases  of  children  in  your  school  who  are  often  un- 
happy.    Find  out  if  they  are  unhappy  ;it  home. 

How  long  has  this  continue*  I  ? 

Search  for  causes:  (a)  in  heredity;  (o)  in  environment; 
(c)  sensitiveness:  (d)  fatigue:  (e)  disease;  (/)   fears,  etc. 

Dr.  Warner  says,  in  "How  to  Study  Children.''  that  he  has 
frequently  found  a  settled,  anxious  expression  on  the  faces  of 
young  children,  and  after  trying  in  vain  to  find  out  the  reason 
from  the  parents,  he  has  gained  the  child's  confidence  and  drawn 
out  its  stories  of  terrors  in  darkness,  visions,  or  mental  trouble 
which  the  little  child  would  not  speak  of  before,  because  it  was 
not  understood. 

READING. 

1.  Questionaire  on  Crying  and  Laughing,   Dr.  li.  Stanley 
Hall.     Trans.  Til.  Soc,  Vol.   1.   No,  3,  or  Topical    Syllabi 
'94.  '1)5. 

2.  The  Children,  How  to  Study  them.  Dr.  Francis  Warner. 

II.     FEAR. 

SUGGESTION    FOB    STUDY. 

Ask  children  what  they  most  fear.  Have  them  describe  it 
to  you,  or,  as  Dr.  Colin  A.  Scott  has  suggested,  have  them  draw 
or  paint  it  for  you. 


-36- 

READING. 

1.  Questionaire  by  Dr.  G.  Stanley  Hall,  on  Fears  in  Child- 
hood and  Youth.  Topical  Syllabi  for  '94  and  '95,  Clark  Uni- 
versity.    Also  in  Tran.  111.  Soc.  of  Child  Study,  Vol.  I.  No.  2. 

2.  Study  of  Fear— Dr.  G.  Stanley  Hall.  Am.  Jour,  of 
Psych.,  Vol.  VIII.  No.  2.  This  study  is  based  on  the  above 
questionaire 

3.  Study  of  Fear.  Pamphlet.  Dr.  Colin  A.  Scott,  Chi- 
cago Normal  School. 

1.  Wellesley  College  Psychological  Studies.  Pedagogical 
Seminary  Vol.  III.  No.  2. 

5.  Stanford  Studies  in  Education  have  the  following 
articles  relating  to  the  subject:  No.  I.  Fear  in  childhood- 
Agnes  Sinclair  Holbrook.  No.  II.  Children  and  Ghosts- 
Louise  Maitland.  No.  IV.  A  Study  of  Children's  Supersti- 
tions—Clara Vastrovsky.  No.  V.  Children's  Attitude  towards 
( i  hosts — Louise  Maitland. 

6.  Fear  Angelo  Mosso.  A  book  of  278  pages.  Price 
$2.00.  Longmans,  Green  &  Co. 

7.  The  Senses  and  the  Will— W.  Preyer.  See  pages  164- 
172. 

8.  The  Infant  Mind— W.  Preyer.     See  pages  22-29. 

9.  The  Children  and  How  to  Study  Them— Warner.  See 
page  58. 

III.     SOCIAL  FEELINGS. 

SUGGESTION    FOR   STUDY. 

Note  the  groupings  of  your  school  at  recess  and  intermis- 
sions. 

Make  a  record  of  cases  of  strong  attachments  or  enmities. 
Notice  the  domination  of  one  child  by  another.  Kecord  the 
instances  in  which  the  child  imitates  his  leader.  Make  a  careful 
record  of  quarrels  or  rights. 

Do  not  depend  upon  questioning  the  children.  Questions 
may  help  occasionally  if  used  with  tact  and  indirectly,  but  on 
this  topic  they  are  more  or  less  dangerous. 

Reminiscence  studies  may  be  furnished  by  adults  following 
these  directions: 


37 

Describe  in  detail  any  case  of  liking  or  disliking  any 
or  playmate,  which  occurred  in  your  own  life  before  the  ag 
sixteen.     Give  your  age  at  the  time,  state  how  long  the  emotion 
lasted  and  the  circumstances  of  change,  if  it  ever  altered. 

READING. 

Read  autobiographies  and  note  similar  cases  in  them.  Some 
interesting  studies  for  instance  may  be  found  in: 

1.  My  Schools  and  School  Masters     Hugh    .Mi  I  In- 
page  135,  etc. 

2.  Childhood,  Boyhood,  and  Youth  Count  Tolstoi.  A 
book  of  244  pages.  Thos.  Y.  Crowed  A-  ( '<>.  See  chapter  XIX 
on  Serozha  Ivin. 

3.  A  Day  at  Eton.  16  mo.  pp.  1^1.  ( ).  W.  Bardeen, 
Syracuse.     Price  $1.00. 

4.  Study  Maggie's  love  for  Tom  in  ( ieorge  Eliot's  Mill  on 
the  Floss.     Direct  studies  on  this  topic  are: 

5.  Questionaire  on  "Affection  and  it-  (  Opposite  States."  by 
Dr.  G-.  Stanley  Hall.     Topical  Syllabi  for  '94  ami  '95. 

6.  Questionaire  on  "The  Social  Sense"  -I.  Mark  Bald- 
win.    Trans.  111.  Soc.  Vol.  I.  No.  2. 

7.  Questionaire  on  Anger  by  Dr.  G.  Stanley  Hall.  Topi- 
cal Syllabi  for '94  and  '95.  Also  in  Trans.  111.  Soc,  Vol.  I. 
No.  3. 

8.  A  Study  of  Anger,  by  Dr.  Hall  is  soon  to  appear  in 
either  the  Ped.  Sem.,  or  in  the  Am.  dour,  of  Psych. 

9.  Teasing  and  Bullying  -A  study  by  Frederick  L.  Burk. 
Ped.  Sem.,  Vol.  IV.  No.  5. 

10.  What    Determines    Leadership  in  Children's   Plays 
Clara  Yostrovsky.     Stanford  Studies  in  Education.     X 

11.  Wellesley  College  Psychological  Studies  Love  and 
Hate.     Ped.  Sem.  Vol.  III.  No.  2. 

12.  See  pages  in::  and  I'M  of  Warner's,  "The  Children. 
How  to  Study  Them." 


-38  — 

IV.     CHILDREN'S  IDEALS. 

This  involves  a  study  of  Hopes,  Ambitions,  JEsthetic  Feel- 
ings and  Interests. 

SUGGESTION    FOR    STUDY. 

The  following  syllabus  has  been  tested  in  several  schools. 

The  questions,  one  or  more  at  a  time,  are  given  to  the  older 
grades  as  composition  exercise  during  school  hours. 

No  suggestion  or  explanation  should  be  given  to  the  pupils. 
No  pupil  should  ask  for  the  spelling  of  ;i  word,  as  experience 
proves  that  the  word  is  sure  to  be  adopted  by  other  pupils  who 
would  not  otherwise  have  expressed  that  idea. 

Pupils  of  younger  grades  to  whom  writing  is  not  yet  a  means 
of  free  expression,  should  be  interviewed  individually. 

The  papers  on  this  subject  may  be  sent  to  .Miss  Isabel 
Lawrence,  Normal  School,  St.  Cloud.  Due  credit  will  be  given 
to  all  teachers  helping  in  this  study. 

SYLLABI'S. 

If  a  fairy  should  promise  to  give  you  just  what  you  wish, 
and  to  change  you  when  you  grow  up,  into  just  such  a  man  or 
woman  as  you  would  like  to  become,  what  answers  would  you 
make  to  the  following  questions: 

1.  What  do  you  choose  as  to  personal  appearance  and 
dress V  (Form  for  little  children,  how  would  you  like  to  look 
and  to  dress?) 

'1.     Describe  the  place  in  which  you  would  like  to  live. 
'■'».     What  do  you  wish  to  do  when  you  grow  up?     Why? 
1.     What  person  that  you  ever  heard  or  read  about,  do  you 
wish  to  be  like?     Why? 

(  >l  let-  grades  who  would  not  be  interested  in  the  idea  of  the 
fairy    may  hi'  given  the  following  preface: 

Suppose  that  you  could  be,  and  could  have  whatever  you 
wished  for.  what  answer  would  you  make  to  the  following 
questions,  etc.: 

Let  the  teacher,  write  age,  sex.  and  nationality  of  parents 
at  the  top  of  the  paper.  Number  the  answers  to  correspond 
with  the  questions.     Write  only  on  one  side  of  the  paper. 


39 


iIXG. 


1.  Preliminary  Study  of  Children's  Hopes  J  P  Taylor 
Exhibit.  No   L8.  Child  Study   Departmenl  of   Education, 

York. 

2.  Children's  Ambitions     Battie    Mason    Willard.     - 
ford  Studies  in  Education.     No.  VII. 

3.  What  Children   Wanl   to  do  when  they  are    Men    and 
Women— Prof.  Chas.  W.  Thurber.     Trans.   III.    Soc.    Vol.    II 
No.  2.     Complete  report  may  be  obtained  of  Prof.  Thurber  al 
the  University  of  Chicago. 

4.  Answers  to  Questions  on  what  do  you  want  to  do  when 
you  grow  up,  obtained  from    Kindergarten  children      Am 
Allen.     Trans.  111.  Soc.  Vol.  II    No.  2. 

V.     CHILDREN'S   [NTERESTS 

SUGGESTIONS    FOB    STUDY. 

To  find  out  the  interests  of  children,  try  some  of  the  follow- 
ing methods: 

1.  Ask  children  what  certain  common  objects  are.  Note 
the  elements  which  predominate  in  their  descriptions.  Binet, 
Earl  Barnes.  Shaw  have  made  studies  of  this  kind.  See  I.  -and 
3,  under  the  following  reading. 

Analyze  children's  original  stories;  their  reproductions 
after  some  time  has  elapsed:  or  the  stories  which  they  like  best. 
What  elements  predominate?  See  the  study  of  stories  in  s 
Analyze  the  reading-matter  used  by  the  school  to  Bee  if  it  cor- 
responds to  these  discovered  interests. 

3.  Tell  the  bare  outline  of  some  Btory  in  history,  barely 
describe  some  place  in  geography,  or  perform  some  experiment 
in  science,  without  comment.  Let  classes  ask  questions  N 
what  they  wish  to  know  about  these  things.  Studies  of  this 
kind  have  been  made  in  history  by  Mary  Sheldon  Barnes,  and 
in  nature  study  by  Dr.  Colin  A.  Sen      See  5  and  7. 

RE  IlDING. 

1.  A  Study  of  Children's   [nterests     Earl  Barnes      SI 
ford  Studies  in  Education  No.  VI. 

2.  Review  of  Binefs  Study  in  Am.  Jour.  ^\'  Psych.,   V< 

III.,  p.  273. 


-40- 

:;.  A  Comparative  Study  of  Children's  Interests— Edward 
R.  Shaw.     ( Jhild  Study  Monthly.     July  and  Aug.  '96. 

4.  Stanford  Studies  in  Education  have  several  reminiscent 
studies  relating  to  this  topic:  No.  VI.  Children's  Interest  in 
Plants  Katherine  A.  Chandler.  No.  VI.  Children's  Collec- 
tions Earl  Barnes.  No.  II.  Memories  of  Things  Read — 
Agnes  Sinclair  Holbrook. 

5.  The  Historic  Sense  Among  Children — Mary  Sheldon 
Barnes.     Stanford  Studies  in  Education.  No.  II.  and  III. 

6.  Love  of  Nature  as  the  Root  of  Teaching  and  Learning 
the  Sciences     W.  A.  Hoyt.     Ped.  Sem,  Vol.  III.  No.  2. 

7.  Study  of  Interest  in  Nature  Study— Dr.  Colin  Scott. 
Chicago  Normal  School. 

8.  A  Study  of  Children's  Own  Stories— Clara  Vostrovsky. 
Stanford  Studies  in  Education.  No.  I. 

'.).  Study  of  a  Child's  Book—  Ora  Boring.  Ped.  Sem.  Vol. 
II.  p.  303. 

10.  Lite  of  Washington — Louise  Smythe.  A  reader  for 
children.  bul  really  an  experiment  in  study  of  children's 
interests. 


II 


PART  III. 


PRACTICAL  SUGGESTIONS  FOR  THE  STUDY  OF  THE 
PHYSICAL  NATURE  OF  CHILDREN. 

r.l     STUAKT    II.    ROWE,    PH.    I>. 


The  practical  achievements  of  Child  Study,  in  as  far  as  it 
has  influenced  the  schoolroom,  have  been  largely  in  the  field  of 
the  child's  physical  nature.  We  have  been  proved  guilty  of 
ignorance,  carelessness  and  neglect,  and  all  over  the  country  we 
are.  at  least,  trying  to  show  that  thai  ignorance  was  not  willful. 
Children  formerly  accused  of  stupidity,  stubbornness  and  indo- 
lence, have  been  found  to  lack  normal  com  lit  ions.  This  child  is 
lacking  in  keenness  of  sight,  another  in  hearing.  Some  chil- 
dren are  defective  in  motor  ability,  others  have  diseases  which 
cause  them  to  be  easily  fatigued,  Forsome  of  these  defects  the 
school  is  found  to  be  responsible.  The  design  of  this  paper  is 
to  offer  suggestions  to  any  who  would  atone  for  the  past  l>y 
greater  care  for  the  future.  The  results  of  scientific  investiga- 
tion will  be  included  wherever  they  are  likely  to  be  helpful. 

SIGHT. 

About  twenty  per  cent,  of  the  children    in    upper   grades 
have  some  perceptible  difficulty   with   the  eye,   which    may    be 
discovered  by  a  careful  test.     The  difficulty  is  usually  my 
or  short-sightedness.     Probably  less  than  three  per  cent,  oi 
children  have  that  difficulty  upon  entering  school.      In  fact, the 
young  child's  eye  is  far-sighted  (hypermetropic),,  and  does  not 
become  normal  until  aboul    the  seventh  year.     The   causes 
defective  eyesight  are  poor  light,  fine  print,  bad  position, 
holding  the  hook  to,,  near  or  to,,  far  from  the  eye,  tight  neck- 
wear, rubbing,  disease,  cigarette  smoking,   and    unhealthy    home 


—  42  — 

conditions.  Tin-  effect  of  school  work  is  headache  and  a  tired, 
nervous  condition,  making  it  hard  for  the  child  to  attend  suc- 
cessfully  to  his  book  or  the  blackboard,  and  the  consequent 
unwillingness  and  inability  to  make  the  attempt  for  any  but  a 
very  limited  period.  These  manifestations  will  not  be  constant, 
luit  will  show  themselves  with  increasing  frequency  as  the  child 
advances  in  the  grades.  The  after-school  headache  is  another 
form.  These  are  not  sufficiently  prominent  at  first  and  are  too 
serious  in  their  import  as  to  the  condition  of  the  eye  for  us  to 
wait  for  their  appearance,  before  we  find  out  about  the  condi- 
tion of  the  eye.  This  is  really  a  very  simple  matter,  if  the  fol- 
lowing directions  are  followed  implicitly.  Get  Snellen's  Test 
Types,  by  enclosing  ten  cents  to  Prof.  Krohn.  Psychological 
Laboratory  of  the  University  of  Illinois.  Champaign,  Illnois, 
asking  him  to  send  you  the  Test  Types.  Hang  the  chart  up  in 
good  light.  Then,  beginning  not  less  than  sixty  feet  from  the 
chart,  test  the  child's  ability  to  read  the  type  at  that  distance 
with  each  eve.  Then  advance  to  the  next  distance  indicated  on 
the  chart,  and  try  each  eye  at  that  distance,  and  so  on.  By 
waiting  a  moment  between  the  tests  for  the  two  eyes,  you  will 
soon  find  out  which  eye  sees  better.  Alter  that  always  test  the 
poorer  eye  first.  Do  not  hurry  the  child  and,  if  he  tires,  give 
him  a  rest  before  yon  finish.  If  he  can  see  none  of  the  letters 
at  the  required  distances,  find  out  what  he  can  see:  but  usually 
the  eye  which  does  not  see  at  that  distance  (if  the  light  is  good 
and  the  card  clean  )  should  be  examined  by  a  physician.  This 
test  is  with  regard  to  keen  sightedness  for  blackboard  work. 
To  test  for  myopia  I  near  sightedness)  and  astigmatism,  send  for 
the  Test  of  Vision  for  Use  in  Schools,  prepared  by  James  W. 
Queen.  L010  Chestnut  St.,  Philadelphia.  The  cost  of  this  is 
twenty-five  cents.  The  directions,  which  are  very  clear,  will  be 
found  on  the  back  of  the  card.  If  the  direct  ions  are  not  under- 
stood, apply  to  any  physician.  Whenever  visual  imperfec- 
tions are  evident,  nrge  the  parents  to  have  a  physician  examine 
ami  treat  the  case.  Some  children  read  with  their  books  too 
close  to  their  eyes.  Such  cases  need  your  tests,  and  probably  a 
physician's. 

In  searching  for  causes  of  eye  difficulty,  it  is  well  first  of 
all  to  investigate  our  schoolrooms  to  see  if  there  is  light 
enough.      We  are  told  that  there  should   be  one  square  foot  of 


13  — 

window  for  each  square  Hoot  of  floor  Burface;  thai  this  liudit 
should  be  unobstructed  by  other  buildings  or  [1  should 

corneas  uearly  as  possible  over  the  lefl  shoulder  oi  the  child 
and  should  come  from  one  side  of  the  room  only     The  curtain 

should  be  raised  from  a  roller  fastened  below  the  window  t  rather 
than  the  reverse,  as  is  usual  ).  in  ordt  r  thai  the  child  may  under 
no  circumstances  have  to  face  directly  the  brighl  light. 

In  most  school  rooms  there  are  seats  from  which  a   part  of 
the  blackboard  can  not  hi' seen.      Do  you   know  which   the) 
in  your  room?      Test  the  accuracy  of  your  knowledge  in  this 
way.     Divide  off  all  the  blackboard  space  in  your  room  intosec- 
tions  of  four  or  five  feet,  labeling  them  as  you  do  bo  A,  B,  C    I  » 
etc.     Then  make  a  map  including  cadi  seat  in  the  room,  and  go 
from  seat  to  seat  surveying  all  the  blackboard  space  from  i 
Enter  on  your  map  the  letter  for  each  section  of  the  board  not 
seen  clearly  at  each  stopping  place      Be  careful  to  place  your 
head  in  about  the  same  position  usually  occupied  by  the  child's. 
See  what  effect  certain   common   positions  of  the  curtain   have. 
If  a  child  cannot  sec  where  you  can,  test  his  • 

Our  text-books  have  not  always  hen  guiltless  in  the  print 
offered  to  the  child's  eye.  If  you  turn  to  the  word  "Pica"  in 
Webster's  dictionary  you  will  find  a  sample  of  the  type  which 
is  as  small  as  should  be  submitted  to  the  eyes  of  young  children. 
The  letter  is  about  .07  of  an  inch  in  height.  Most  persons 
somewhat  susprised  to  learn  what  a  large  letter  one  of  thai  size 
is.  The  other  specimen  of  type  illustrated  at  the  same  place  in 
Webster  is  "Little  Pica/*  and  is  aboul  .06  of  an  inch  in  height. 
For  the  older  children  the  "Little   Pica"  is  not  likely  to  prove 

injurious. 

Tests  should  be  made  for  color-blindness  but  the  percentage 
of  children  affected  is  very  small.  Matching  colors  without 
naming  them  will  be  likely  to  reveal  the  defeel  Pick  ou1  a 
color  and  ask  the  child  to  put  all  the  other,  of  -one  color  with 
it.     Do  not  name  the  color. 

BEARING. 

From  nineteen  to  twenty-five  per  cent,  of  our  school  chil- 
dren  have  some  difficulty   in   their  hearing  cither   with   one  or 
both   ears.     The  effect   of  such  defect-  on  the  school  life 
dreaminess  or  inattention,  a  dullness  or  stupidity,  (which  may 


—  44  — 

entirely  disappear  when  the  child  is  cured),  and  the  execution 
of  commands  a  little  later  than  the  rest  of  the  class  or  at 
least  after  getting  the  cue  by  a  glance  at  a  classmate.  In 
many  children  the  degree  of  the  difficulty  varies  at  different 
times.  In  some  it  is  accompanied  by  catarrhal  difficulty  and  a 
tendency  to  sit  with  the  mouth  open.  This  with  the  dullness 
or  stupidity  of  the  face  intensifies  the  impression  and  is  perhaps 
a  surer  symptom  of  imperfect  hearing  than  the  effects  to  which 
I  have  just  made  reference. 

There  are  three  methods  of  testing  the  ear,  first  by  use  of  a 
whisper,  second  by  use  of  an  acou meter  and  third  by  using  the 
ticking  of  a  watch.  An  expert  only  should  use  the  whisper  as 
it  is  difficult  to  keep  it  at  the  same  degree  of  loudness:  The 
acoumeter  is  best  and  consists  simply  of  an  apparatus  to  tap  on 
wood  gently  but  repeatedly.  Most  schools  are  not  equipped 
with  this,  however,  and  the  watch  is  generally  at  hand  and  is 
after  all  fairly  reliable.  The  method  of  using  the  whisper, 
watch  or  acoumeter  is  the  same.  Great  care  must  be  taken  to 
see  that  the  room  is  perfectly  quiet.  Any  clock  in  the  room  must 
be  stopped.  All  noises  even  though  distant  and  taint  must  be 
stilled.  If  the  noise  is  beyond  our  control  and  continuous,  our 
test  will  have  to  be  abandoned  for  a  more  favorable  time  and 
place.  Having  found  a  place  where  we  can  have  absolute  quiet, 
blindfold  the  subject  so  that  he  will  judge  from  the  sense  of 
hearing  alone.  Cover  ono  ear  and  have  him  present  the  other 
in  a  favorable  position  for  receiving  the  sound.  Starting  at  a 
distance  at  which  the  watch  cannot  be  heard  gradually  approach 
asking  him  occasionally  if  he  can  hear.  Take  the  watch  in 
some  way  convenient  to  yourself  and  always  when  testing  hold 
it  in  the  same  position.  When  you  move,  take  care  too  that  you 
do  not  ask  him  to  listen  until  you  haw  gained  the  new  position 
desired.  Move  toward  the  child  testing  at  intervals  of  a  foot 
until  you  reach  a  position  where  he  is  quite  certain  he  hears  it. 
When  this  is  found,  move  away  from  him  again  and  find  out 
how  far  back  he  can  hear  it.  If  very  far  behind  the  place  where 
he  heard  it  first,  take  it  quite  a  little  out  of  range  and  try  again 
as  before.  If  he  hears  it  at  or  nearly  at  the  same  point  as  before, 
measure  the  distance  from  that  point  to  the  child's  ear.  If  not, 
continue  as  before  until  some  nearly  uniform  results  have  been 
gained.     The  time  to  listen  may  be  indicated  by  the  word  "now". 


If  some  such  signal  is  not  given,  the  < stant  listening  | 

fatigue  and  inconsistent  results.     The  memorj  nd  is 

sometimes  a  disturbing  element  and  you  may  1 blig< 

pend  the  trial  for  a  few  minutes.     <  >n  more  tha 
boy  has  told  me,  and  honestly,  thai   he  heard  when  the  watch 
was  beyond  hearing  distance  and  in  my  pockel      It  is  frequently 
desirable  to  muffle  the  watch  when  near  the  limits  of  the  child's 
hearing    range    rather    than  change  your  position,  as  children 
frequently  judge  that  they  oughl  to  hear  the  watch  and  there- 
fore do  from  the  sound  of  your  feet  or  d  you   m<> 
from  your  voice  or  their  knowledge  thai  you  arc  near.     Having 
tested  one  ear,  proceed  with  the  other  in  the  same  wi  j      W  itches 
vary  greatly  in  the  distances  that  they  can  be  heard.     I   have 
seen  some  that  could  be  heard  twenty-four  feet  and  others  that 
could  be  heard  scarcely  three  feet.     To  find  out   the  degri 
soundness  of  the  child's  hearing,  each  watch   must   be  tried  on 
enough  persons  to  find  out  what   the  normal  distance  for  that 
watch  is.     Four  such  trials,  if  the  results  are  about  the  same, 
will  be  sufficient  for  determining  the  normal.  Children  will  often 
be  found  who  can  hear  at  only  half  the  normal  distance.     We 
are  not  to  understand  from  this  that  the  hearing  is  half  . 
but  it  does  indicate  that  the  child  cannot   hear  as  readily  and 
distinctly  as  another,  and  a  more  favorable  seat   is  desirabl 
him  than  for  the  others.     Most  of  the  cases  found    are    those 
in  which  one  ear  is  affected  and  consequently  a  seat   I 
to   his  good   ear   is  desirable.     'The  child's  parents  should  be 
urged  to  have  the  case  examined  by  a  physician,  as  m 
(over  ninety  per  cent.  |,  can  be  cured 

The  causes  of  defective  hearing  are  adenoid  growths,  un- 
cleanliness,  disease,  (especially  catarrh  and  scarlet  fever),  and 
pulling,  boxing,  or  bruising  the  ear. 

TOT  cil.    SMELL    Wl'   T  \-  i  l 

Child  Study  has  not  as  yet  mad.'  any   very    practical   appli- 
cations of  tests  in  this  field.     It  will  therefore  be  dismissed  with 
a  few  suggestive  questions:    Can  the  child  distinguish  betw 
objects  of  various  degrees  of  smoothness  and  rough 
odors  differing  slightly  in   intensity  or  kind,  or  b 
varying  but  a  little  in  character?     \)<><  he  (<-r\  or  notice  slight 
draughts  or  changes  in  temperatun         Dhese  -  though 


-46- 

not  particularly  practical  tend  to  throw  light  upon  the  source 
of  the  child's  ideas  and  the  degree  of  sensitiveness  peculiar  to 
his  nervous  system. 

MOTOR    ABILITY. 

If  we  are  to  call  upon  the  children  for  action,  as  modern 
pedagogy  is  demanding,  we  must  know  more  definitely  what  a 
child's  natural  ability  is;  how  quickly,  how  accurately,  how  grace- 
fully or  gently,  it  is  right  for  us  to  expect  each  child  to  move. 
There  is  a  great  difference  in  children  and  we  may  be  inflicting 
the  same  injustice  and  discouragement  upon  a  child  by  requiring 
too  fine  work  of  him  in  writing  that  we  would  by  blaming  a  deaf 
child  because  he  didn't  understand  our  question.  We  want  the 
best  of  which  each  child  is  capable  and  therefore  not  the  same 
from  all  the  children.  From  this  the  necessity  and  practicability 
of  the  test  is  evident. 

As  the  first  and  most  important  test  of  motor  ability  and 
tendency  to  bodily  activity,  I  know  of  nothing  so  instructive  as 
a  few  days  careful  observation  of  the  children  at  their  play  be- 
fore school,  after  school,  or  at  recess.  There  you  find  the  real 
child  and  not  what  he  would  gladly  seem.  Take  a  note  book  and 
note  the  relative  power  to  act  of  each  child  with  reference  to  his 
(1)  tendency  or  readiness,  (2)  his  quickness  of  movement,  (3) 
his  accuracy,  (4)  his  force  or  weakness,  (5)  his  gracefulness  or 
awkwardness,  (6)  his  gentleness  and  ability  to  modify  or  adapt 
his  expenditure  of  force  to  the  amount  of  energy  required  for 
the  movement,  (7)  persistence  in  action.  In  making  your  notes 
try  to  keep  out  the  personal  judgment  based  on  previous  experi- 
ence with  the  children  and  judge  solely  from  the  data  they  pre- 
sent in  their  play  upon  this  definite  occasion.  There  is  no 
greater  evidence  of  tendency  to  self-expression  through  the 
motor  activities  than  play.  Miss  Sisson  in  an  interesting  paper 
on  the  children's  plays,  classifies  the  children  she  observed  accord- 
ing  to  the  character  of  the  games.  The  most  significant  feature 
of  her  study  for  motor  ability  was  the  fact  that  all  the  plays 
carried  with  them  movement,  but  more  important  than  that  was 
the  fact  that  one  of  her  classes  consisted  of  children  who  did  not 
play  very  much  but  found  their  amusement  "in  running  from 
one  part  of  the  yard  to  another,  because  of  some  passing  whim 
over  to  the  faucet  to  get  a  drink,  or  over  to  the  sand  pile  to 


17 

Bee  what  the  others  were  doing The  general  qualil 

the  plays  that  held  and  attracted  the  children  was  action." 

If  the  child  do.s  nol  play  it  is  the  business  of  the  teacher 
to  find  out  what  exercise  it  does  gel  and  what  the  value  of  it  is 
both  in  building  up  physical  health  and  in  stimulating  the  child 
to  self-expression.  These  observations  made  from  play  aeed  I 
supplemented  by  some  more  exacl  and  uniform  tests.  Arrange 
the  children  in  groups  of  nol  more  than  five.  Have  them  al  a 
given  signal  extend  the  arm  or  make  other  full  arm  movements 
as  quickly  as  possible.  Try  two  or  three  times  and  notice  the 
children  who  always  fall  behind.  If  you  choose  try  the  quick- 
est and  the  slowest  of  your  differenl  groups  together.  In  the 
same  way  the  other  arm  or  a  kicking  movement  of  the  [eg  may 
be  tried,  first  with  one  foot  and  then  the  other.  It  is  a  game 
that  will  be  entered  upon  with  much  interest.  Are  your  results 
the  same  in  all  four  different  tests?  Have  the  children  line  up 
ready  tor  a  race.     Who  starts  first,  who  last,  at  the  signal? 

To  test  the  finer  muscles  of  arm  and  fingers  have  the  chil- 
dren draw  as  rapidly  as  possible  ten  horizontal  lim  -  the 
paper  a  short  distance  apart.  If  the  time  it  takes  them  to  count 
will  interfere,  have  them  start  Prom  each  of  the  ten  crosses  you 
have  already  placed  at  the  left  margin  of  the  pi  r>  See  which 
child  does  it  most  rapidly  and  which  least  rapidly.  I  I  3(  fin- 
gers have  the  children  copy  rapidlj  as  possible  a  series  of  let- 
ters placed  on  the  hoard  in  plain  sighl  of  all  taking  the 
Care  should  he  taken  that  the  letters  are  aol  see,,  until  time  for 
the  test. 

All  of  these  tests,  and  many  others  similar  to  them,  may  be 
made  a  sort  of  game  for  children,  one  in  which  the  children  are 
sure  to  be  interested  and  do  their  l>est.  ami  one  from  which  the 
teacher  is  quite  likely  to  find  some  data  which  may  show  tin- 
point  of  difficulty  iu  some  child  whose  inaction,  or  blundering, 
or  awkwardness,  has  been  regarded  by  his  teacher  or  his  parents 
as  pure  stupidity,  and  punished  accordingly,  when,  as  a  matter 
of  fact,  it  was  a  case  of  defective  motor  ability,  needing  esp 
incentive  to  effort.     The   boy  who  does  not   run   I  -low. 

handles  himself    clumsily,   is  the  object   of  ridicule  among  his 
playmates,  who  nickname   him   ••wooden    man."    or    some    other 
significant  term.     He  does  not  get  their  encouragement  in  ■ 
comiim1  h\<  faults  by  extra  work  and  training.     Bis  stimulus  in 


—  48  — 

this  direction  must  come  through  his  teacher.  If  in  his  school 
life  he  finds  himself  in  the  same  ridiculous  position  without 
hope,  what  wonder  if  he  does  become  apathetic,  still  less  active, 
and  the  more  shut  up  within  himself,  i.  e.,  less  expressive  of 
himself  ! 

ENUNCIATION. 

Although  a  form  of  motor  activity,  this  has  seemed  impor- 
tant enough  to  deserve  a  place  by  itself.  Not  many  cases  of 
greatly  arrested  speech  development  are  found  in  the  schools, 
perhaps  for  the  reason  that  we  will  not  allow  them  there,  but 
there  are  not  infrequently  cases  of  indistinct  and  childish  enun- 
ciation, which  ought  to  be  remedied  early  in  life,  before  bad 
habits  of  ear  and  speech  are  formed. 

In  all  these  cases  the  essential  for  a  test  is  not  to  trust  to 
noticing  errors  and  correcting  them  as  best  we  can  in  class. 
The  child  to  be  examined  must  be  taken  by  himself  and  asked 
to  pronounce  after  you  a  list  of  words  containing  almost  all  the 
common  sounds  and  combinations  of  them.  Where  errors  are 
found  they  must  be  noted,  and  then,  as  soon  as  the  list  is  fin- 
ished, a  systematic  attempt  must  be  made  to  lead  the  child  to 
the  correct  pronunciation.  The  following  list  is  recommended, 
though  by  no  means  complete.  Some  words  apparently  unnec- 
essary are  added  as  they  have  shown  themselves  desirable. 


cat 

run 

Pig 

bed 

milk 

hop  , 

jump 

have 

chin 

this 

shall 

awl 

sing 

see 

walk 

tax 

buzz 

book 

rae 

out 

call 

yes 

large 

pure 

fin- 

eat 

whip 

love 

funny 

kite 

put 

food 

bar 

boy 

is 

fall 

on 

new 

make 

lie 

grass 

oil 

girl 

sail 

quick 

her 

warm 

rope 

hitch 

place 

pleasure 

my 

thank 

boat 

say 

move 

face 

anil 

fun 

Some  sounds  must  be  heard  and  attempted  for  a  number  of 
days  before  they  are  perfected,  but  great  help  is  gained  if  you 
can  find  another  word  containing  the  same  sound,  this  time  cor- 
rectly pronounced  by  the  child. 

Sometimes  the  peculiar  habit,  stammering,  which  is  an 
affection  of  the  muscles  and  often  an  example  of  misapplied 
imitation,  is  found  in  our  schools.     No  tests  are  necessary  in 


19  — 

this  case.  Sometimes  the  cure  is  comparatively  simple.  Always 
speaking  with  chest  well  tilled,  never  speaking  in  b  hurry  will 
do  much  toward  giving  confidence,  which  i  sential   I 

cure.  Practice  in  reading  rythmical  sentences  slowly  and  de- 
liberately helps  also,  as  does  the  performance  of  some  slight 
muscular  action  just  as  the  difficult  word  is  pronounced.  The 
movement  of  a  finger  is  sufficient  after  practice  to  cure  sonic 
cases. 

The  cause  as  has  been  hinted  is  either  imitating  consciously 
or  unconsciously  some  one  who  stammers,  or  it  is  car<  lessness 
in  speaking.  Nervousness  and  excitement  tend  to  increase  the 
difficulty. 

NERVOUSNESS. 

All  of  our  schools  have  their  quota  of  nervous  children; 
some  of  them  irritable,  some  of  them  excitable,  all  of  them 
restless  and  impatient  of  the  teacher's  next  move.  The  causes 
are  almost  too  numerous  to  warrant  an  attempt  to  mention 
them.  Some  of  the  most  important  are  insufficienl  food  and 
irregular  times  for  eating  it,  lack  of  sleep,  bad  air  in  school- 
room, difficulty  with  work,  heredity,  use  of  tobacco,  nervousness 
in  manner  of  the  teacher,  most  forms  of  disease,  imhigenic 
condition  of  home,  school  or  person,  adolescence,  fatigue,  and  so 
fourth.  The  removal  of  the  unfavorable  conditions  will  greatly 
impro-e  matters,  but  not  infrequently  a  physician  will  have  to 
be  consulted  before  the  real  cause  will  appear. 

My  belief  is  that  teachers  usually  center  on  certain  ones  as 
the  nervous  children  of  the  class,  and  on  certain  others  as  abso- 
lutely free  from  any  such  defect.  Those  in  between  are  nol 
classified.  To  include  all,  and  also  to  act  as  a  proof  of  the  ac- 
curacy of  our  observation,  {not  to  supplant  it  |  we  should  tesl 
the  children  in  some  uniform  way.  The  besl  test  that  1  know 
is  the  command  to  the  children,  soon  after  the  opening,  to  rise 
and  stretch  out  their  arms  and  hands  horizontally  in  the  same 
plane  as  the  body.  Have  them  hold  the  position  a  moment. 
Notice  the  quivering  and  twitching  fingers,  and  you  have  an  in- 
dication as  to  the  nervous  children  of  your  class,  though  there 
may  be  some  few  whom  you  have  not  discovered.  These  wdl 
not  be  the  very  nervous  ones,  however,  but  those  who  have 
energy  enough  to  nerve  themselves  up  to  the  task  at  hand. 


-50 


FATKll'I-:. 


The  same  tests  described  under  the  head  of  nervousness  are 
the  best  ones  I  know  with  regard  to  fatigue,  but  they  should  be 
tried  in  this  case  at  the  close  of  the  school  or  after  the  fatigueing 
exercise.  I  have  detected  a  decided  difference  in  tests  made  be- 
fore and  after  a  single  severe  mental  exercise. 

A  great  deal  of  time  has  been  given  to  tests  of  fatigue  by 
students  of  child  study  but  the  results  have  thus  far  given  us 
averages  for  average  exercises  under  average  conditions,  and  are 
adapted  rather  to  statistical  study  than  the  needs  of  the  ordinary 
school  room.  Perhaps  the  most  important  result  has  been  the 
proof  of  the  economy  of  the  short  recitation  period  over  the 
long,  especially  in  lower  grades.  This  scientific  study  of  fatigue 
has  produced  a  slight  reaction  against  this  line  of  investigation 
and  has  caused  the  remark  "that  both  we  and  the  children 
have  to  get  tired  sometimes."  True  as  that  statement  may  be, 
we  know  well  that  we  should  find  out  what  children  tire  most 
easily  and,  if  possible,  the  reason.  It  may  be  the  first  sign  of 
some  insidious  disease.  We  know,  too,  that  the  clearness  of 
the  ideas  aroused  under  our  instruction  is  very  dependent  on  the 
child's  freshness.  Enthusiasm  is  almost  impossible  for  any  of 
us  when  we  are  tired  out.  When  a  child  is  found  in  such  a  con- 
dition, we  must  recognize  the  fact.  If  we  cannot  remove  the 
cause  and  therefore  the  fact,  the  child  should  be  removed  from 
school  or  his  work  lightened,  until  his  recovery  of  himself  is 
assured. 

DISEASE. 

Child  study  involves  the  effect  on  the  child  of  bad  condi- 
tions. Tuberculosis,  rickets,  bronchitis,  catarrh  and  headaches 
are  brought  on  and  aggravated  by  impure  air,  cholera  by  fatigue 
of  the  muscles,  spinal  diseases  by  bad  posture  in  sitting  or  in 
writing,  indigestion  and  constipation  by  too  much  restraint  and 
sedentary  occupation,  bad  eyes  by  bad  positions  of  book  or 
paper  or  light,  nervousness  by  too  much  pressure,  too  much 
worry  and  last  but  by  no  means  least  by  nervousness  in  those 
about  them  in  which  it  is  possible  that  the  teacher  is  at  fault. 
Cigarette  smoking  is  an  evil  that  deserves  attention  by  itself. 
It  tends  to  nervousness  of  the  physical  type  and  to  stupidity. 


Child  study  has  shown  thai  the  pasl  record  ol  the  child  for 
health  should  be  inquired  into  by  the  teacher  as  throw 
on  present  or  future  conditions     Nosicl  child  should  l> 
aged  to  staj   at  school.     On  every  accounl   it  thai   the 

child  be  at  home.     Isolation  of  outbreaks  of  scarlet   fever  and 
diphtheria  reduces  the  number  oi  h  of  wii.it  it 

would  be  otherwise.     The  number  of  deaths  is  in  each  propor- 
tional  to  the  number  of  ca 

GROWTH. 

Dr.  Bayard  Holmes  has  so  excellently  treated  this  Bubject 
that  I  take  the  liberty  of  quoting  his  result-  and  referring  my 
readers  to  his  article  for  his  arguments  and  his  references. 
There  is  also  to  be  found  the  table  of  uormal  height  and  normal 
girth  of  children  from  the  ages  six  to  twenty  formed  by  m 
urement  of  St.  Louis  school  children  by  William  Townsend 
Porter. 

1.  There  is  a  regular  order  of  physical  growth  in  the  child. 
The  normal  curves  of  growth  for  boys  and  girls  are  quite  differ- 
ent. No  individual  child  conforms  exactly  to  this  curve.  l>ut 
each  one  follows  its  sequence  closely.  The  order  of  growth  is 
practically  invariable  and  deviations  in  time  are  not  con- 
siderable. 

2.  This  regular  order  in  physical  developmenl  is  synchro- 
nous with  a  co-ordinate  development  of  the  faculties  and  func- 
tions of  the  mind. 

3.  Normal  physical  growth  is  interrupted,  defeated  or 
dwarf ed  by  ( 1 )  inadequate  food  and  clothing,  (2)  injuries  and 
diseases,  (3)  improper  over-stimulating  or  under-stimulating 
environments.  (4)  artificial  restrainl  and  (5)   untimely  toil. 

4.  When  a  child  fails  for  cause  to  attain  its  normal  growth 
and  development  at  any  period  of  acceleration,  then  he  never 
succeeds  in  making  up  this  growth  and  development,  no  matter 
how  favorable  his  subsequent  environment  may  he.  and  these 
defects  dwarf  and  distort  all  subsequent  physical  and  m 
development. 

5.  The  interruption  in  the  periods  of  growth  by  inade- 
quate food,  by  disease,  by  improper  environment,  by  artificial 
restraint,  and  by  child  labor  may  be  entirely  removed  and  it  is 
the  duty  of  every  teacher,  as  the  guardian  of  the  child,  to  do 
what  can  be  done  to  accomplish  this  >\u\. 


-52- 

Dr.  Holmes's  conclusion  is:  A  life  free  from  want,  care 
dud  toil  is  necessary  for  the  men  fa/  and  phgsical  development 
of  the  child;  and  since  the  physical  stature  is  not  complete  be- 
fore the  19th  or  20th  year  of  life,  every  child  is  cut  if  led  to  nine 
/ecu  or  twenty  //cars  of  growth  free  from  toil. 

Whenever  children  between  the  ages  of  thirteen  and  fifteen 
have  been  required  to  put  forth  nervous  effort,  they  have  shown 
themselves  on  the  average  less  able  to  do  so  than  those  who  were 
younger.  A  slight  decrease  in  nervous  energy  seems  to  make 
itself  know  in  the  eighth  and  ninth  years.  These  facts  are  full 
of  significance  for  the  teacher  and  should  not  be  disregarded. 

Anthropologists  are  interested  in  a  large  number  of  meas- 
urements of  head  and  body.  They  are  not  of  practical  help  to 
the  teacher,  however,  except  the  two  mentioned  above,  by  wdiich 
bad  conditions  are  implied  if  a  child  falls  below  the  normal. 

ADOLESCENCE. 

From  the  ages  twelve  to  fourteen  in  the  life  of  a  girl  and 
fourteen  to  sixteen  in  that  of  a  boy  is  a  period  which  marks  the 
end  of  child  study  and  the  beginning  of  man  study.  The  phe- 
nomena leading  to  this  period  and  from  it  are  not  infrequently 
accompanied  by  disease,  restlessness,  stubbornness,  apparent 
irresponsibility.  The  continuous  control  over  motor  centers  for 
a  long  time  is  difficult. 

Heredity  asserts  itself  strongly  here.  In  some  cases  weak- 
ness and  in  others  energy  manifest  themselves.  It  is  the  age  of 
running  away  from  school,  of  restlessness,  of  boyish  enthusiasm. 
It  is  the  time  when  the  man  with  his  hopes,  his  ambitions,  be- 
gins to  be  felt.  The  teacher  should  study  each  case,  adapting 
herself  us  far  as  possible  to  each,  allowing  free  play  of  natural 
activities. 

The  girl  should  be  warned  against  fatigue  and  strain  at 
critical  periods  and  should  have  the  full  confidence  of  her  mother. 
The  boy  nerds  the  same  of  his  father  and  warning  against  vil- 
lainous quack  advertisements. 

( )ne  of  the  most  important  results  of  the  child  study  of  ad- 
olescence is  this  conclusion,  that  boys  and  girls  should  have 
their  education  in  separate  schools  during  this  period.  It  is 
largely  due  to  the  fact  that  the  girl  matures  so  much  sooner 
than  the  boy. 


53 


HOME    i  ONDITIONS. 


These  include  food,  sleep,  work,  and  recreation,  in  i 
as  they  affecl  the  physical  aature  of  the  children. 

Thin  pule  faces  mean  inadequate  nourishment.  It  maj  be 
that  the  child  does  not  gei  aourishing  food.  Perhaps  it  will 
not  eat  it.  Possibly  it  has  some  disease  interfering  with  assim- 
ilation 

Sleep    may    be  insufficient.     Children   should  have  t 
eleven  hours  and  older  persons  eighl  or  nine  each   night.     Sta- 
tistics go  to  show  that  from  five  to  eight  per  cent,  raon 
illness  are  found  among  children  having  less  than  this  amount. 
A  very  little  effort  will  enable  tl  3certain  the  est 

tial  points  regarding  the  child's  sleep  and  food. 

Some  children  are  required  te  to  do  several   hours 

of  labor  each  day,  sometimes  recreative,  sometimes  not.  T 
same  amount  of  school  work  cannot  be  expected  of  s  child  who 
practices  on  the  piano  two  hours  a  day  that  could  he  of  a  child 
not  fatigued  by  other  forms  of  work.  Insistence  on  continued 
work  is  likely  to  result  in  nervousness  and  breakdown.  The 
boy  who  should  take  his  recreation  in  the  open  air  may  tend  t<> 
spend  it  in  indoor  games  or  reading  His  exercise  may  be 
otherwise  objectionable.     A  word  <  stion   by  the  teacher 

to  the  children,  or  parent  is  usually  sufficient  to  improve  these 
conditions,  and  she  should  therefore  seek  to  gain  a  knowledge 
of  the  difficulty.  The  parents  are  usually  as  interested  in  their 
children  as  we  are. 

SCllooL    CONDITIl  >NS. 

The  school  should  he  built  on  ground  well  drained,  with  no 
swamp  or  standing  water  near. 

The  lighting  of  the  school  house  has  already  been  discussed. 

The  heating  should  be  by  hot  air  with  forced  ventilation. 
Where  a  child  has  to  sit  near  a  stove  the  thermometer  may 
reach  85  when  it  is  barely  60  for  a  boy  near  the  door.  Ward 
off  the  heat  by  screens.  If  the  ventilation  must  come  through 
the  windows,  (a  dangerous  measure  in  our  climate.)  pi 
board  in  such  a  position  that  it  will  intercept  the  cold  air  ami 
force  it  upward  into  the  middle  of  the  room.  The  normal  tem- 
perature is  65   to  ,o  . 


54  — 

Whenever  carbonic  acid  gas  is  present  in  a  school  room  to 
the  extent  of  6  parts  to  10.000  of  pure  air,  organic  matter 
enough  to  poison  the  air  is  present.  It  produces  fatigue, 
drowsiness  and  stupidity  in  the  children.  If  it  can  be  detected 
by  its  odor  to  one  coming  in  from  out  of  doors,  the  room  is  in 
need  of  ventilation. 

It  should  be  possible  to  lower  or  raise  the  desks.  The  cover 
should  slide  down  to  meet  the  child  as  he  writes.  The  seats 
should  also  be  adjustable,  so  that  the  feet  will  rest  squarely  on 
the  floor.  Three  sizes  of  seats  and  desks  should  be  found  in 
every  average  schoolroom. 

To  avoid  possibility  of  germs  of  disease  being  stirred  up 
with  dust  from  the  floor,  it  should  be  sprinkled  with  a  little 
chopped  straw,  previously  soaked  in  a  weak  solution  of  chloride 
of  lime  and  then  swept  once  a  day.  The  solution  may  be  made 
by  taking  a  pound  of  chloride  of  lime  for  four  or  five  gallons  of 
water. 

Teachers  should  be  careful  to  insist  on  correct  positions 
and  postures  on  the  part  of  the  children  in  standing,  sitting  and 
marching. 

The  sources  of  bad  odors  should  be  discovered  and  the 
causes  removed. 

CONCLUSION. 

In  describing  children  it  is  useful  to  classify  them  accord- 
ing to  temperament,  but  hasty  conclusions  should  not  be  made 
on  the  basis  of  one  or  two  physical  likenesses.  Few  children 
are  typical.  In  some  cases  it  is  useful  to  know  the  heredity  of 
the  child,  but  our  judgment  should  be  based  on  actual  observa- 
tions, and  not  on  inference  from  the  characteristics  of  his  par- 
ents. 

It  is  not  intended  that  all  of  these  tests  be  tried  on  every 
child.  They  are  rather  to  offer  suggestion  and  help  where  the 
demeanor  of  some  child  baffles  solution. 


55 


PART   IV. 


SUGGESTIONS  FOR  THE  STUDY  OF  CHILDREN'S 

WILLS. 

BY    V.   u  .   RANKIN. 


The  will  is  "The  faculty  of  conscious,   aud   especially   of  dell 

action." — Century  Dictionary. 

"In  a  broader  sense,  it  [the  education  of  the  will;  means  the  whole  of 
one's  training  to  moral  and  prudential  conduct,  and  of  one's  learning  to 
adapt  means  to  ends,  involving  the  'association  of  ideas,'  in  all  its  varieties 
and  complications,  together  with  the  power  of  inhibiting  impulses  irrelevant 
to  the  ends  desired,  and  of  initiating  movements  contributary  therel 

1.  Set  the  children  a  task  involving  a  -  •  acta  -it 
regular  intervals;  such  as  observations  of  the  weather  <>r  of  the 

growth  of  plants  or  animals,  the  reading  of  a  good  !><>,, k  in 
regular  installments.     Note  the  difference  in  ability  <d'  children 

to  carry  out  such  directions  and  find  tin-  causes  of  tin's  differ- 
ence in  the  nature  of  the  children  or  in  that  of  their  surround- 
ings. 

2.  Study  leaders  in  children's  panics  and  analyze  the 
causes  of  the  power  id'  leadership. 

3.  Make  a  special  study  of  the  influence  of  regularly  re- 
quired home  "chores"  upon  the  ability  of  children  to  stick  to  a 
definite  line  of  action. 

4.  Notice  how  Long  pupils  can  keep  their  attention  upon 
lessons  without  having  it  attracted  by  anything  else  going  on 
in  the  room. 


5(5  - 

5.  How  quickly  can  they  concentrate  upon  a  task  after 
finishing  another  or  after  an  intermission? 

6.  Notice  differences  in  the  power  to  control  muscles  as 
one  evidence  of  will  power. 

7.  Notice  what  power  the  different  pupils  have  to  change 
habits  when  they  try. 

8.  Notice  how  long  the  effects  of  correction  by  the  teacher 
or  good  resolutions  by  the  pupil  last  in  different  cases  and  thus 
find  out  when  to  give  a  fresh  stimulus. 

9.  Notice  how  far  the  child  seems  to  have  permanent 
ideals  as  to  what  he  shall  do  or  be,  and  how  far  he  is  influenced 
by  recent  suggestions  from  others  or  by  momentary  impulses  of 
his  own. 

10.  Are  his  motives  largely  selfish,  or  does  he  show  con- 
siderable desire  to  give  others  pleasure. 

11.  Is  the  child  influenced  most  by  prospects  of  imme- 
diate pleasure  or  pain,  or  by  the  thought  of  more  remote  advan- 
tages to  come  after  some  weeks  or  years. 

12.  Notice  whether  he  shows  persistence  in  some  activities 
of  work  or  play  and  not  in  others,  and.  if  he  does,  study  to  find 
how  you  may  link  other  things  with  these  chief  lines  of  interest. 

13.  Notice  whether  failure  to  perform  a  task  well  is  due 
(a)  to  imperfect  knowledge  of  what  is  to  be  done,  (h)  lack  of 
knowledge  of  the  means  by  which  it  may  be  done,  (c)  want  of 
appreciation  of  the  desirability  or  necessity  of  doing  it,  (d)  want 
of  confidence  in  his  own  ability  to  do  it,  then  apply  the  proper 
corrective.  (Teachers  often  assign  lessons  so  indefinitely  that 
pupils  do  not  know  just  what  to  do  or  how  to  do  it.) 

15.  When  children  have  occasion  to  make  a  choice  or  de- 
cision notice  how  quickly  they  make  it  and  how  persistently  the 
different  ones  adhere  to  it. 


57 


PART  V 


MORAL  DEVELOPMENT  OF  CHILDREN. 


Miss  Blaisdell  who  was  to  have  prepared  the  suggestions 

on  this  phase  of  child  nature  did  aol  gel  them  ready  in  time 
to  print.  It  is  hoped  however  that  the  association  will  have  the 
benefit  of  her  suggestions  in  the  near  future, 

In  the  meantime  interesting  and  valuable  information  can 
be  gotten  in  regard  to  children's  moral  ideas  by  having  pupils 
answer  the  following  questions: 

1.  Name  five  things  that  are  right  or  good  and  five  that 
are  wrong  or  bad  and  state  why  they  are  good  or  bad. 

2.  A  child  six  years  old  threw  a  pretty  china  cup  on  the 
floor  and  broke  it.  Its  mother  had  never  said  that  it  must  not 
break  things.     What  should  she  do  or  say  to  the  child. 

3.  If  you  were  a  teacher  and  a  pupil  did  something  which 
you  had  told  your  pupils  they  must  qo!  do,  what  would  you  do 
about  it? 

4.  If  you  had  not  told  your  pupils  what  they  must  not  do 
and  one  of  them  did  something  he  knew  would  bother  other 
pupils  so  they  could  not  study  what  would  you  do  about  it? 

5.  A  number  of  people  went  to  an  island  to  live  and  at 
first  they  did  not  have  any  laws.  One  of  them  Btole  from  the 
others.  Should  he  have  been  punished  and  it's.,  how-  They 
then  made  a  law  that  QO  one  should  Bteal.  Another  man  • 
afterwards  stole  something.  Should  he  have  been  punished 
and  if  so.  how? 


58 


CHILD  STUDY  LITERATURE. 


BOOKS. 


1 .  Baldwin— Mental  Development  in  the  Child  and  the  Race.  Macmillan 
Co.,  New  York  City.     Price  $2.60. 

2.  Barnes— Studies  in  Education.  (Ten  pamphlets,  paged,  ready  to 
bind  in  a  single  volume.)  Leland  Stanford  University.  Price  $  1.50  (can  be 
supplied  to  members  of  the  Association  this  year  for  75  cents). 

2.  Comparye— Intellectual  and  Moral  Development  of  Children.  D. 
Appleton  &  Co.,  N.  Y.     Price  $1.50. 

4.  Donaldson— Growth  of  the  Brain.  Scribners  &  Co.,  New  York. 
Price  $  1.25. 

5.  Dubois— Beckonings  of  Little  Hands.  J.  Wattles  &  Co. ,  Philadel- 
phia.    Price  $1.00. 

6.  Harrison— A  Study  of  Child  Nature.  Published  by  Chicago  Kinder- 
garten College.     Price  $1.00. 

7.  Haskell— Child  Observation.     D.  C.  Heath  &  Co.     Price  $1.50. 

8.  Hall— Topical  Syllabi.  By  the  author,  Worcester,  Mass.  Most  of 
them  republished  in  Pedagogical  Seminary  and  many  of  them  in  Transac- 
tions of  Illiuois  Child  Study  Society. 

9.  Hall— Contents  of  Children's  Minds  on  Entering  School.  E.  L.  Kel- 
logg &  Co.,  New  York  City.     Price  25  cents. 

%y2.  Jackman,  Mrs.— How  to  Organize  Round  Tables.  Werner  &  Co. 
Price  25  cents. 

10.  Preyer— The  Mind  of  the  Child.  D.  Appleton  &  Co.,  New  York. 
Two  volumes,  price  per  volume  $1.50. 

Preyer— Mental  Development  of  the  Child.  D.  Appleton  &  Co.,  New 
York.    Two  volumes,  price  per  volume  $1.00.    (A  condesation  of  the  above). 

11.  Perez— First  Three  Years  of  Childhood.  C.  W.  Bardeen,  Syracuse, 
N.  Y.     Price  $1.00. 

12.  Shiun— Development  of  a  Child.  Published  by  University  of 
California.     Price  50  cents. 

13.  Sully— Studies  in  Childhood.  D.  Appleton  &  Co.,  New  York. 
Price  $2.50. 

14.  Warner — Mental  Faculty.     Macmillan  Co.,  N.  Y.     Price  90  cents. 
14 '._,.     Tracy— Psychology  of  Childhood.     D.  C.  Heath  &  Co.     Price  90 

cents. 

15.  Warner— Children  and  How  to  Study  Them.  Kegan  Paul  &  Co., 
London.     Price  60  cents. 

16.  Wiltse — Place  of  the  Story  in  Early  Education.  Ginn  &  Co. 
Price  60  cents. 

18.  Wiggiu— Children's  Rights.  Houghton,  Mifflin  &  Co.,  Cambridge, 
Mass.     Price  $1.00. 


59 

PERIODICALS. 

18.  Child  Study  Monthly,  Chicago,  111.  Price  &1.00.  I'  can  •<•  fur- 
nished to  members  this  year  for  65c  ) 

19.  Pedagogical  Seminary,  Worcester,  Muss.  Price  $4.00.  This  can 
be  furnished  to  members  for  $3.00.) 

PERIODICALS    REFERRED    1<>    BELOW    Hi    l      \<>\      DEVOTED     WH0LL1      I"    CHILD 

8TUDT. 

20.  Educational  Reyiew. 

21.  Northwestern  Journal  of  Education,  Lincoln,  Neb.  July  number-. 
189G  and  1897,  devoted  wholly  to  child  study      Price  25c  each. 

22.  Popular  Science  Monthly. 
2.°>.     Science. 

24.  The  Procedings  of  the   National  Educational  Association. 

25.  The  Transactions  of  the  Illinois  Society  for  Child  Study,  < '.  C.  Van 
Liew,  Sec,  Normal,  111.     Price  of  Vol.  I  $1.00,  two  numbers  of  Vol.  11  50c 

26.  Education. 

27.  Psychological  Review. 

28.  American  Journal  of  Psychology. 

Those  who  wish  to  read  up  on  special  topics  will  find  the  following 
specific  references  valuable.  The  numbers  indicate  the  books  and  journals 
named  above. 

Mental  Images  and  Imagination— 27,  Vol.  I  ,  p.  196;  24,  1896,  p   779; 

19,  Vol.  II.,  p.  204  and  107;  19,  Vol.  III.,  p.  97;  20,  Vol.  V.,  p.  267  and  167; 
22,  Vol.  XVIII.,  p.  64;  22,  Vol.  XVI.,  p.   L06;   22,  Vol.  XLIL,  p.  60. 

Memory— 28,  Vol.  V.,  p.  356;  28,  Vol.  VI.,  p.  247  and  483;  28,  Vol.  IV.. 
p.  1;  27,  Vol.  I.,  p.  453  and  602;  23,  I  N.  S.)  Vol.  II.,  p.  761  ;  20,  Vol.  II..  p. 
442;  20,  Vol.  IV.,  p.  298;  22,  Vol.  XXXIII..  p.  597. 

Language  Development— 2:'..  Vol.  will..  p    18;  20,  Vol.    IX..  p.   52; 

20,  Vol.  VII.,  p.  467;  22,  Vol.  XXX.,  p.  711-';  22,  Vol.  IX.,  p.  129;  82,  Vol. 
XIII.,  p.  587;    23,  Vol.  XVI.,  p.  305;    28    Vol.  XXIII.,  p.  107  and    17 

Vol.  III.,  p.  424;  26,  Sept.  and  Oct.  L888;  L9,  Vol.  I.,  p.  257:  28,  Vol.  VI.. 
p.  107;  10;  14'..  Chap.  V. 

Sight— 20,  Vol.  III.,  p.  348;  18,  Vol.,  III.,  No.  L,  p.  26;  L8,  Vol.  I.,  No. 
6,  p.  167;    18,  Vol.  II.,  No.  10,  p.  62  >1    XVII.    No    7,  p.  400. 

Hearing— 19,  Vol.  II.,  No.  3,  p.  397;  18,  Vol.  I.,  No.  I.  p.  ''7;  is.  Vol. 
I.,  No.  6,  p.  171;   18,  Vol.  I.,  No.  8,  p.  259. 

Motor  Ability— 19.  Vol.  III.,  p.  9;  18,  Vol.  til.,  No.  l.  p.  it;  21,  Vol. 
II.  No.  1,  p.  8;  19,  Vol.  III.,  No.  l  p.  97;  Studies  from  rale  Chiv.  Vol.  2, 
p.  114:   28,  Vol.  V.,  p.  125. 

Enunciation— 18,  Vol.  II.,  No.  11,  p.  G 

Nervousness— 18,  Vol.  I.,  No.  5,  p.  MO;  24,  Vol.  II.,  No.  L,  p 

Fatigue— 19,  Vol.  II.,  No.  1,  p.  102;  24,  Vol.  II.,  No.  2,  p.  L09;  19,  Vol. 

III.,  No.  2,  p.  213. 

Disease— 24.  Vol.  II.,  No.  8,  p.  60;  18,  Vol.  III.,   No.   I,  p.  8;  18,  Vol. 

II.,  No.  8,  p,  -r'01. 


—  60  — 

Growth— 22,  Vol.  XL,  p.  28;  18,  Vol.  I.,  No.  4,  p.  109;  24,  Vol.  II.,  No. 
2,  p.  201;  28,  Vol.  I.,  p.  209. 

Adolescence— 19,  Vol.  I.,  No.  2;  24,  Vol.  I.,  No.  2,  p.  70;  19,  Vol.  V., 
No.  1,  p.  61;  19,  Vol.  II.,  No.  2;  28,  Vol.  VI.,  No.  1;  Practical  Child  Study, 
p.  89-96;  18,  Vol.  I.,  No.  1. 

Home  Conditions— 24,  Vol.  II.,  No.  1,  p.  8;  26,  Vol.  XVII.,  p.  404. 

School  Conditions— 24,  Vol.  I.,  No.  3,  p.  53;  19,  Vol.  II.,  No.  2;  18, 
Vol.  II.,  No.  8,  p.  488. 

Those  who  know  nothing  about  psychology  will  And  such  books  as  the 
following  valuable :  Ladd's  Primer  of  Psychology,  Scribners ;  Krohn's 
Practical  Psychology,  Werner  Co. ;  Gordy's  Lessons  in  Psychology,  Ohio 
Pub.  Co.,  Athens,  O. ;  Halleck's  Psychology  and  Psychic  Culture,  American 
Book  Co.  ;  Kirkpatrick's  Inductive  Psychology,  Kellogg  &  Co.  Those  wish- 
ing to  do  more  advanced  work  should  study  such  works  as,  James'  Psychol- 
ogy and  Baldwin's  Psychology,  both  published  by  Holt  &  Co.  Titchner's  Out- 
lines of  Psychology,  jVIacmillan;  Ladd's  Psychology  Descriptiye  and  Ex- 
planatory, Scribners ;  Sully's  Handbook  of  Psychology,  Appletons ;  Ziehen's 
Physiological  Psychology,  Swan,  Sonnenschein  &  Co. ;  Hoefdiug's  Outlines 
of  Psychology,  3Iacmillau  Co.;  Dewey's  Psychology,  Harpers. 


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